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The Impact of Time Management on the Students' Academic Achievements

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Journal of Literature, Languages and Linguistics www.iiste.org
ISSN 2422-8435 An International Peer-reviewed Journal
Vol.11, 2015

The Impact of Time Management on the Students’ Academic

Achievements
Shazia Nasrullah_PhD1 Muhammad Saqib Khan_PhD2
1, Department of Education, Qurtaba University of Science & Technology, Peshawar
2, Department of Business Administration, Gomal University, Dera Ismail Khan

Abstract
The aim of the current research was to determine the relationship between the time management skills and
academic achievement of the students. Time management is very important and it may actually affect
individual's overall performance and achievements. However, all of these are related by how individuals manage
their time to suit their daily living or to make it flow steadily with their routines. Conducive settings and
environment will surely promote positive outcomes to the students, besides having good lectures given by their
teachers. Nevertheless, students' time management can be considered as one of the aspect that can move a
student to be a good student. A good time management is vital for students to shine. However, some of the
students do not have a good time management skills that has negatively affect their life and their academics. The
usage of time by students in higher education institutions is related to their daily routines and activities. Students'
time management can also affect stress level of students as they need to cope with their tasks and their personal
achievements. In this regard, the data was collected from the students of Qurtuba University of Science and
Technology to analyze that how effectively they are managing their time for achieving their academic standards.

1. INTRODUCTION
In the modern world, time is seen as an indefinitely divisible and usable commodity. It helps to infuse the
concept of time through the institution. All the material and human resources possessed by organizations can be
enhanced in the course of time or be transformed as time goes on; yet the only asset that cannot be changed or
purchased or stored is time itself. The secret to achieving success in life is effectively managing this resource
that everyone possesses equally and paying sufficient emphasis to planning (Macan, Shahani, Dipboye &
Phillips, 2000). Though effective and efficient use of time varies with respect to the tasks performed, the further
increase in the level of knowledge and skills expected from modern employees has further increased the
necessity of time planning. The road to success in social life passes through effective and efficient working
which is only possible via time management. The competitive environment we live in today encourages people
from as early as their elementary education to plan and manage time effectively. The high performance required
by competitive conditions forces organizations and directors to use time effectively and stipulates the search to
control time (Alay & Koçak, 2003).

Time management plays a vital role in improving student’s academic performance and achievements. Each and
every student should have time management ability which includes setting goals & priorities, using time
management mechanism and being organized in using time. Here time management is only possible through
self-motivation; performance, ability and motivation (Brigitte, Claessens, Eerde, & Rutte, 2005). These are the
few activities performed by today’s university students, which act as a barrier between them and their academic
performance. Due to miss management of time they gap behind. This study will help to analyze the positive or
negative impact of time management on academic performance of students. It will also help to make some
decision about changes we would like to make to use our time more effectively (Noftle, Robins & Richard,
2007). There is no one right way to manage our time; however; it is important to get to know our self, so we can
make good decisions about how to use our time. Likewise, in the process of providing educational services this
issue has been a subject of interest discussed and emphasized in several platforms and an attempt has been
initiated to assess and analyze time and the time management attitudes and behaviors of students in educational
institutes (Denlinger, 2009).

In developing countries where students have a lot of issues during academic journey have a new story for the
researcher to dig out much more interesting results. Time management practices have an impact on the results of
students as empirical studies done by past researchers. In spite of knowing about the impact of time on academic
achievement, this relationship is not given importance by the students (Sevari & Kandy, 2011). At higher
education level the study schedule must properly planned, implemented and controlled for better results.
Emphasizing time also helps to develop cost effective educational policies by the authorities especially at higher
education level (Kaushar, 2013). Ongoing problem of scarcity of knowledge in connection with time
management and academic outputs is due to lack of easiness and of costly ways of collecting data. Driven by this
fact, particular emphasis has been paid in the modern education system to time management issues by evaluating

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ISSN 2422-8435 An International Peer-reviewed Journal
Vol.11, 2015

students’ attitudes and behaviors related to time and its management (Karim, Sevari, Mitra & Kandy, 2015).
Based on the necessity of effective time management required from students during their academic and
professional life, field research has been conducted in the present paper towards the aim of designating their
position with respect to effective time management and determining the effect of their time management skills
on their academic achievements.

1.2 Problem statement

Time management has a significant impact on the lives of the students commonly for those who are studying in
the higher education institutions where there is no existence of parent and teacher supervision. The main
objective of the current research is that to which extent time management practices influences the academic
achievement of the university students in higher education institution of a developing country like Pakistan.

1.3 Objectives
1. To assist students to have command to how effectively utilization of the time management for their
academic achievements.
2. To find the interrelation between time management and academic achievements of the students.
3. To create an attempt to fill the gaps exist in the research of time management and academic
achievements of the students.
4. To explore more and more knowledge of time management and academic achievement of the students.
5. To explore the concealed association between academic achievement and the time management
practices in a developing country like Pakistan.

1.4 Classification of sub hypothesis

Hypotheses Tools for Analysis Code
Time management has a significant impact of the academic Regression & Correlation H1
achievements of the students.
Time management is highly correlated with students’ Correlation H2
Academic Achievement.
Time Management explains the student’s Academic Regression H3
Achievement.

2. LITERATURE REVIEW
2.1 Time Management
There is a titanic difference between secondary and higher education when it comes to managing time and
academic responsibilities. In secondary education, there was the kind of learning that includes an explanation of
everything. On the other hand, when students enter university, they find out that what they learn is a lecture, that
only includes superficial information and the rest is their job to know about and explore further (Britton &
Tesser, 2001). Time management is a skill that every student should not only know, but also apply. A lot of
university students complain about running out of time when asked to do a certain task, they get frustrated
because they are not able to make it before the deadline. Time management is extremely important, especially
when it comes to university students because it will boost their grades and enhance their productivity (Laurie &
Hellsten, 2002). However, most of the time students face problems like task aversion and uncertainty, so they
start to procrastinate because they lack organizational skills. As a result, students will not be able to organize
duties according to their priorities, so they get distracted easily, ending up procrastinating. As we can see, time
management is quite essential to any university student, and it is one of the keys to higher academic
achievements (Kelly, 2004).
In the relevant literature there are great number of academic studies focusing on the relation between
time management and academic achievements. The related literature showed that the time management attitude
and skill levels of university students and the effects of these skills on their academic achievement. The research
revealed that a majority student possesses moderate level time management skills and only a significantly small
portion has high level time management skills (Yilmaz, Yoncalik & Bektaş, 2006). The literature revealed that
the students’ time management skills affect their academic achievement at a significant level and the skills are
one of the predictors of academic performance. The relevant literature suggested that students should start to
acquire time management senses on their own in their primary school years by reading materials on the issue or
via the framework of psychological counseling and guidance studies applied in schools and adopt effective time
management attitudes and techniques to determine how and where they spend their time (Lisa & Robert, 2008).
The various group of students who exploited time-saving proficiencies notably had rich academic achievement.
They accomplished those students who do not use time saving techniques in their educational surrounding
having significantly lower academic as compared to results students who employ time- management tactics have

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Journal of Literature, Languages and Linguistics www.iiste.org
ISSN 2422-8435 An International Peer-reviewed Journal
Vol.11, 2015

considerably higher achievement (Mercanlioglu, 2010).

To calculate the cumulative time spent working during a week, these objects were also added. Time
management practices have been proven to be some of the top indicators toward achieving a high level of
academic success and performance. They not only influences on the achievement but using time management
techniques also serve only one reason meaning that there are multipurpose fulfilled by time management (Fazal,
2012). Taking part in proceedings and being engaged in other outside class activities, not inevitably a job, but
being energetic in institution also has a strong correlation to reaching high academic achievements. Various
studies showed that time management practices serve for many purposes not only for challenging performance of
the students. Time management practices show the way not only to a high level of academic performance, but to
good physical condition and lower levels of stress. The foremost purpose of the present study was educational
competency, using time managing techniques, test pressure, and test proficiency (Faisal, Miqdadi, Abdulla &
Mohammad, 2014). Academic competence scores were established to some extent improved in the current
sample indicating that students found course material/content encouraging and enjoying their classes.

2.2 Dimensions of Time Management:

The effectual utilizing of time and managing time requires procedures and good quality planning behaviors. One
can make use of time effectively and competently by keeping time logs, setting immediate and long- standing
goals, prioritizing responsibilities, constructing to-do lists and arrangement, and organize one’s workspace, as
studies of earlier period and plentiful how-to books proposed (Sabelis, 2001). Time saving techniques and
behaviors can be categorized into numerous groups and be liable to contribute to a number of fundamental
qualities in general. There are three surfaces of time management behaviors: short-range planning, long- range
planning and time attitudes (Laurie & Hellsten, 2002). Short-range planning is the capability to set out and
systematize responsibilities in the short period of time. Long-range planning competence is to handle everyday
jobs over a longer time perspective by keeping follow of significant dates and setting objectives by putting
adjournment (Alay & Koçak, 2003).

A. Long Range Planning

Long-range planning means to have long-range objectives and having disciplined routines. Various researchers
named it as having perception of a preference for organization and it is comparable to long range planning. To
acquire a summary on the everyday jobs that necessitate to be executed, time limits and priorities which
increases the perception of having control over time so, in the long run, planning enables one to deal with all
activities (Kelly, 2004). It directs to have less perception of control over time because it may be tackling to be
familiar with how much effort requires to be completed within hours, days or weeks; it may even be the
immediately measurable effect of planning. This gives the impression to indicate that time management practices
accomplish to have an influence on educational achievement, but that’s not all they affect (Brigitte et al., 2005).
It was also found that the students had advanced overall academic achievements who accounted using goal-
oriented time management practices.

B. Short Range Planning

Short-range planning was defined as time management activities surrounded by daily or weekly time structure
and cover the activities such as setting objectives at the commencement of the day, planning and prioritizing
daily behaviors and creation work contents (Yilmaz et al., 2006). Numerous studies invented that short-range
planning behavior, forecasting of time in the short run, surrounded by the time enclose of a week or less,
established a constructive relationship to grade point average. Short range planning in interface with
accomplishment determined was optimistically associated to dealing performance as well (Noftle et al., 2007).
Likewise, most of the studies that control for the student time do so by determining total time committed to the
course, a variable normally found to be unimportant. Academic achievement means the educational objective
that is accomplished by a student, teacher or institution realize over a definite short period (Lisa & Robert,
2008). In a different research finding it has been demonstrated that there exists a positive significant relation
between students’ grade point averages and the time attitudes and the short-range planning.

C. Time Attitude
Time management demands a key shift in emphasis: concentrate on results, not on being busy. There are a lot of
cases with people who waste their lives in discolored doings and attain very small since they are placing their
labors into the incorrect responsibilities or weakening to focus their activity successfully, established that two
time management workings directly affect the collective academic achievements (Mercanlioglu, 2010). The
perception of how their time requires to be used up or planning including utilizing short and long period goals
and time attitudes or students accomplished that both planning and encouraging time attitudes initiated that they
had much more time to finish their everyday jobs because they experiences more in control of how their time

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Journal of Literature, Languages and Linguistics www.iiste.org
ISSN 2422-8435 An International Peer-reviewed Journal
Vol.11, 2015

was exhausted therefore knowing when they had to state no to activities (Kaushar, 2013). The literature revealed
that time management practices that connected to the individual's awareness and attitudes about time
management and is comparable the perception of having control over time. Therefore, time attitudes comprise
the perception that the individual is in control of time the perception that the person is efficiently managing his
time and the perception that the individual is making constructive utilization of time (Karim et al., 2015).
3. RESEARCH METHODOLOGY
The design of this research study is ‘quantitative-cum-qualitative’ thus, for the purpose, both numerical data and
textual was mustered and questioned by applying the inferential and descriptive tools. To rationalize the
textual/qualitative data, thematic analysis by using argumentation was applied. Whereas, for the
‘field/numerical/quantitative date, different statistical tools were applied to analyze the same facts and figures.
3.1 Survey Approach
The social research methodology suggests that survey is the accessible instrument for managers to gather
primary facts and figures by using interviews and questionnaire about the attitudes and perceptions of
individuals. The literature suggests that questionnaire approach is the best commonly used approach of
observation in the social sciences (Babbie, 2001:256-257).
3.2 Population & Sample
The entire group of objects in which the researcher is concerned and desires to design and generalize is the
population (Boyd et al., 1977). All the elements that we are studying and about which we are trying to draw
conclusions is the population (Levin, 1984:9)”. In this research paper, the population of interest consisted of the
students of Qurtuba University of Science and Technology, Peshawar.
3.4 Data Collection Methods
Secondary Sources: All research certainly includes the use of the documentary materials, periodical, pamphlet
and books in the libraries. Noticeably, without this preliminary orientation, no research project can be
undertaken. “Nor should one be undertaken without knowledge of the research that has already been done in the
field” (Goode & Hatt, 1952:103).

Primary Sources: From the extensive literature survey, by first extracting variables and their related attributes, a
structured questionnaire was prepared. The questionnaire included the demographic and research variables. To
record the responses, a 5-point Likert scale was used.
3.5 Tools for Data Analysis
Descriptive Tools: The tables and cross tabulation are the examples of descriptive statistics that display data so
that they are easier to understand and manipulate (Levin, 1984). To present the classification of the respondents,
according to their demographic attributes, cross tables have been used. Also, about the research variables,
showing the means, standard deviations and other data, a descriptive table is given.

Testing of Hypotheses: About the relationships between the research variables, The researcher has also used
inferential tools to test the hypotheses. Multiple tools have been applied regarding the demographic attributes of
the respondents as well as the relations between the research variables themselves. Following tools have been
applied:
Correlation analysis
Regression analysis (Multiple Regression & Stepwise-Regression)

4. FINDINGS OF THE STUDY

4.1 Descriptive analysis
4.1.1 Description of demographic variables
Gender Frequency Percent Cumulative Percent
Male 85 69.8% 75.8
Female 35 30.2% 100.0
Total 120 100.0

Domicile Frequency Percent Cumulative Percent

Local 58 48.8% 55.8
Non local 62 51.2% 100.0
Total 120 100.0

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Journal of Literature, Languages and Linguistics www.iiste.org
ISSN 2422-8435 An International Peer-reviewed Journal
Vol.11, 2015

4.1.2 Descriptive Statistics on Research Variables

Minimum Maximum Mean Std. Deviation Variance
Long Range 1.67 4.67 3.0347 .62953 .396
Short Range 1.50 4.25 3.1083 .68961 .476
Time Attitude 1.33 5.00 3.0208 .70828 .502

4.2 Testing of Hypothesis

4.2.1 Correlation analysis
AA Long Short Time
AA Pearson Correlation 1 .032 -.046 .182
Sig. (2-tailed) .732 .621 .047
Long Range Pearson Correlation .032 1 .041 .032
Sig. (2-tailed) .732 .654 .730
Short Range Pearson Correlation -.046 .041 1 .033
Sig. (2-tailed) .621 .654 .724
Time Attitude Pearson Correlation .182 .032 .033 1
Sig. (2-tailed) .047 .730 .724
The above table shows that the correlation between academic achievement and short range planning is 0.032 and
the significance value is equal to 0.742, which is not significant at the 0.05 percent level. Likewise, correlation
between academic achievement and time attitude is -0.046 and the significance value is equal to 0.621, which is
not significant at the 0.05 percent level and correlation between academic achievement and long range planning
is 0.182 and the significance value is equal to 0.047, which is significant at the 0.05 percent level. The Pearson’s
correlation matrix obtained for the five interval scale variables is showed in the table. From the results, we can
see short range planning and long range planning significantly positively related to academic achievements
except time attitude is negatively correlated. The most significantly correlated predictor with effective decisions
is short range planning.

4.2.2 Regression analysis

Model Summary
Model R R Square Adjusted R Square Std. Error of the Estimate
1 .181a .031 .024 7.94342

ANOVAb
Model Sum of Squares df Mean Square F Sig.
1 Regression 252.997 1 252.997 4.027 .047a
Residual 7412.595 118 62.819
Total 7665.592 119

Coefficients a
Model Unstandardized Coefficients Standardized Coefficients T Sig.
B Std. Error Beta
1 (Constant) 64.223 3.182 20.182 .000
SRP 2.059 1.026 .182 2.007 .047

Excluded Variablesb
Model Beta In t Sig. Partial Correlation Co linearity Statistics
Tolerance
1 LRP .026a .284 .777 .026 .978
TA -.052a -.567 .572 -.052 .978

Analysis
The above table shows the cause-&-effect relationship between the dependent and the independent variables.
The short range planning which is explaining 3.3% (R2=0.033) of variation in academic achievement of
university students. Long range planning and Time Attitude are included in the excluded variables with their p-
values far higher (0.978 & 0.978) than the threshold of 0.05 required to make decisions at 95% level of
confidence. From these analyses it is concluded that Weak R2 of 3.3% suggests rejecting the alternate hypothesis
as true.

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Journal of Literature, Languages and Linguistics www.iiste.org
ISSN 2422-8435 An International Peer-reviewed Journal
Vol.11, 2015

5. CONCLUSION
The aim of this study was to determine the relationship between the time management and academic
achievement of the university students. All in all, we found out that time management is highly related to the
academic performance of the university students. That is, as our research study has shown that successful
students are good time managers. These results, however, can be generalized to the students living in the other
universities of Khyber Pakhtunkhwa. As a result of this it was determined that student’s behavior in the category
of time planning was at the highest level and behavior in the category of time management was at the lowest
level. The success of students was above average. There was a significant and positive relation between time
planning, time management and academic performance of the students. There was a low and positive relation
between time consumers and academic achievement, there was a meaningful and moderate relation between time
management and academic achievement.
Time management scores of the student’s show the way to score of academic achievement as
concluded that students who scored poor in academic achievement gained significantly lower in time-
management. There found an association found between time management practices, academic achievements
and stress reduction as the research study demonstrated that an association exists between anxiety lessening,
practices of time management and higher academic success. Moreover, there is an association between time
management abilities and educational outcomes. Giving time to studies outside the class or at home have some
positive impacts on the studies and spending more time working have some negative impacts on the outputs of
students.

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