Global Journal on Recent Advancement in Business Forecasting and Marketing Intelligence

Vol 2, Issue 1 - 2018

EFFECT OF TIME MANAGEMENT ON ACADEMIC
PERFORMANCE OF MANAGEMENT STUDENTS
DIVYA GUPTA*, SALONI CHITKARA*

ABSTRACT

Time is an indispensable asset which all the students possess equally but fails to
exploit at the same level due to many reasons. This creates a lot of academic
stress creating grave consequences on individual’s overall performance and
achievements. Many college students face a lot of academic stress due to lack of
time management which shows a disturbing trends in their overall health as well.
However, it all depends upon individuals’ own efficiency to manage their daily
routine on time without taking much of stress. This can include proper planning,
time allocation, prioritization, examining usage of time, self-organization of one’s
own time with respect to multiple tasks and goal setting. Depending on these
facts, emphasis has been paid in the today’s education system to handle issues
related to time management by evaluating attitude and behavior of students
related to time and its management. In order to understand the effectiveness
and efficiency of time management in the academic life of a student and also in
their daily routine, a field research is done among 153 postgraduate students of a
management institute using a well structured Questionnaire. The findings of the
study concluded that both long term time management and short term time
management were significant predictors of academic performances.

KEYWORDS: Time Management, Academic Performance, Post-Graduate

Management Students.

INTRODUCTION

Time is a fundamental asset which everybody has general sense, is not extra time, but instead a
similar yet neglects to use at a similar level predominant life (Britton & Tesser, 1991; Misra &
because of an assortment of reasons. The McKean, 2000).
principle asset that can't be changed or gained or
Time management is defined as a technique used
secured is "time" itself. The way to gaining
ground in life is effectively managing this to manage time (Macan, et al., 1990), a method
advantage everyone likewise has. Extraordinary for successful utilization of time, arranging and
allotting time (Burt and Kemp, 1994); how
time organization is fundamental for everybody,
effectively people utilize their time (Strongman&
especially for students whose timetable is
frequently squeezed with activities and lessons. Burt, 2000); a strategy to expand the time
What people get from time administration, in a available to perform exercises (King et al., 1986).

*
Assistant Professor (Operations), IMS, Ghaziabad. Correspondence E-mail Id: [email protected]

© Eureka Journals 2018. All Rights Reserved. ISSN: 2581-3447

Effect of Time Management on Academic Performance of Management Students
Divya G et al. 2

The process of time management includes self- policies which are cost effective particularly at
acknowledgment of the individual to start with, higher education level (Kaushar, 2013).
familiarity with his/her very own characteristics,
investigating how time is utilized and gathering This paper presents a research on time
relevant information, analyzing alternative management by post graduate management
solutions, selecting one of these choices students as it is a necessity in professional and
(Izandözen, 2010). academic life of students. Further, effect of time
management on academic achievement of the
Managing time is considered as a big problem students is determined.
among college students’ both in their academic
life and in social life. At the point when students LITERATURE REVIEW
enter college, they discover that except lectures,
In the pertinent literature there is an
they need to study and explore topics themselves
extraordinary number of scholarly reviews
to succeed. Many college students complain
concentrating on the connection between time
about coming up short on time when asked to
administration and academic achievement.
perform a specific task. They get disappointed on
Pehlivan (2013) tried to analyze the effect of time
the grounds that they are not ready to make it
management skills on the GPA and course
before the due date. Then again, others discover
achievement of the students majoring in Finance
enough time to meet their companions and finish
from Karadeniz Technical University. Statistical
their assignments with no battle; those are whom
tools like ANOVAs, independent T-test,
we call fantastic time administrators. Time
correlation and regression were used to study
management is critical, particularly with regards
and analyze the academic performance. The
to college understudies since it will help to
study concluded that there exists a positive
improve their efficiency and reduce stress (Lay
significant relationship between grade point
and Schouwenburg, 1993). Poor time
normal and the Time Attitudes sub-measurement
management leads to stress and poor
of the students. Research findings with respect to
performance in academics, for example, not
gender variable showed that females’ students
distributing time properly or a minute ago
utilize time more adequately and efficiently when
packing for exams leads to both stress and poor
compared with male students.
performance (Britton and Tesser, 1991).
In a study conducted by Khatib(2014) to examine
Since time is a constrained asset which should be
the relationship between time administration,
overseen viably like all other restricted assets, it
stress, academic performance and gender among
has been esteemed important to assess its
United Arab Emirates understudies, it was found
impacts on students' achievement. A general
that there exists a significant negative
suspicion underlines that students with good
relationship between time management and
time management abilities can oversee time
stress. Statistical Tool ANOVA was used to
viably even after they graduate and enter
suggest that gender is not at all related to
professional life. There is least importance given
perceived stress. The results of this study also
to managing time inspite of knowing its
revealed that women are more efficient in
importance in academic achievement (Sevari and
managing time as compared to the male
Kandy, 2011). At advanced education level the
students.
review plan should be effectively planned and
implemented for better outcomes. This can Nasrullah and Khan (2015) in their research tried
intern help to develop certain educational to analyze the effect of time management on the

© Eureka Journals 2018. All Rights Reserved. ISSN: 2581-3447

 Global Journal on Recent Advancement in Business Forecasting and Marketing Intelligence
3 Vol. 2, Issue 1 - 2018

academic performance of the higher education taken from school records. Using statistical
institutes of Developing countries like Pakistan. regression it was analyzed that 2 time-
He tried to analyze the time management management components were significant
behavior of students on short term as well as predictors of cumulative GPA and accounted for
long term basis. The study concluded that the more dispersion than did SAT scores. It was
students who were able to manage their time concluded that time-management skills may
efficiently had good academic records. The impact college achievement.
researcher took the help of correlation, multiple
and step wise regression tools to conclude the A survey was done by Trueman et al.(1996)
theory. among 293 students of psychology using
American time management scale. This study
Sevari and Kandy (2011) in their research tried to revealed that females showed better time
scrutinize the effect of time managing skills on management skills when compared with men.
academic competence and self efficiency. The Research also supported that old mature
results from the study showed that the training of students in the age group 25 years or more are
time management skills to enhance academic also efficient in managing their times as
performance and self-efficacy is significant. compared to younger students.

Swart et al. (2010) collected the data from Hamzah et al.(2014) conducted a quantitative
African engineering students which statistically research among the students of Malaysian public
indicated no significant association between Time university to establish relationship between time
management and academic achievement among management, external motivation and students
them. academic achievements. The study resulted in a
significant and positive relationship between time
A cross-sectional study was done by Sansgiry et
management and students’ academic
al. (2006) to assess the effect of various factors
performance.
such as anxiety, academic competence, test
competence, time management on Low and High Dahie et al.(2015) used convenience sampling
CGPA of students studying pharmacy at techniques to collect the data from 80 students
University Of Houston. The study was also done belonging to four Universities in Mogadishu. The
to estimate the time management and academic students were given a questionnaire for four
competence of postgraduate students in Nigerian primary constructs measuring short range
Universities. The study revealed that it’s not only planning, long range planning, the time attitude
time management but other factors like family and academic execution.
pressure and other psychological factors also
The result of relationship coefficient revealed
affect the performance of the students.
that academic execution (Dependent variable)
Prospective investigation by Britton et al. (1991) had a positive impact with two free variables
tried the theory that school (GPA) might be namely; short range planning and long range
predicted by perusing time-management skills. 90 planning. The outcome from regression analysis
school people finished a time-management revealed that two constructs needed statistically
questionnaire in 1983; their SAT scores were significant, positive, and regulate impacts on the
taken from school record. Principal-components academic execution. The study supported that
Investigation of the 35-item time-management students prefer to go for short range planning in
instrument flying uncovered 3 parts. In 1987 (4 higher education organizations.
yrs later) every person's combined GPA was

© Eureka Journals 2018. All Rights Reserved. ISSN: 2581-3447

Effect of Time Management on Academic Performance of Management Students
Divya G et al. 4

RESEARCH QUESTIONS techniques to measure the behavior of students

participated in the survey to how they manage
1. Do the students with good time management their time. The response rate was as good as 97 %
have a positive impact on their academic as we received approx 160 responses, out of
achievement. which 7 were rejected due to inconsistent
2. Does effective management of time varies responses.
with respect to gender for their academic
performance. So, the data has been analyzed based on 153
respondents.
OBJECTIVES OF THE STUDY
CONSTRUCTS USED: The questionnaire consisted
• To discover the relationship between time of 3 factors in which 6 questions related to short-
management and academic achievements of term Time Management, 8 questions based on
the students. long-term Time Management and 2 questions
• To determine the association between based on Time attitude. The questionnaire based
academic achievement and the different on time management comprised 16 questions,
factors associated with time management. each required to be replied on a 5-point scale
• To understand the difference in the academic comprising of the responses as: Always (5),
achievement based on gender. Frequently (4), Sometimes (3), Rarely (2) and
Never (1). Managing time better is reflected using
RESEARCH METHODOLGY higher values on the scale. Further, with certain
questions being “negative”, the scoring was
The goal of this descriptive research is to study
negative while entering the data.
the impact of time management on the academic
achievement of the management students. The ANALYTICAL TOOLS USED
present descriptive research follows the
methodology as explained below. The statistical attributes of the data have been
exhibited through frequency and percentages. In
DATA USED, SAMPLING METHOD AND order to interpret the information well, factor
SAMPLE SIZE analysis, was also carried out meticulously
employing SPSS 20, Independent sample t test
TARGET POPULATION: Students studying in was conducted to check the relationship between
various management institutes in Ghaziabad. demographic variables and various factors
SAMPLING TECHNIQUES: Non Probability extracted. Furthermore, we used correlation and
convenience sampling technique was used as few regression to determine the relationship between
colleges were not ready to disclose their academic score (which was assessed by
student’s profiles. calculating TGPA, Term Grade Point Average) and
different time management factors.
SAMPLE SIZE: A sample of 160 Post Graduate
Management students was targeted for the ANALYSIS AND DISCUSSIONS
study. The logic following this data was that the
Demographic features of the respondents in the
sampling respondents must be in their first year
research questionnaire are delineated in Table 1
of post graduation diploma.
(refer Annexure) where, great majority of
DATA COLLECTION TOOL: A well structured questionnaire respondents are male students
questionnaire was prepared using Google doc (62.09%) and female respondents of 37.9%.
and was circulated through various social media

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 Global Journal on Recent Advancement in Business Forecasting and Marketing Intelligence
5 Vol. 2, Issue 1 - 2018

In Table 2, the mean scores of questions directed explains a variance of 2.59, which is 16.17% of
to respondents participating in the questionnaire the total variance and factor 3 explains a variance
and standard deviations of the answers provided of 2.18, which is 13.64% of the total variance. The
with respect to the 5-pointLikert scale are amount of variance accounted for by the factors
recorded for each set of questions. is 7.76 (7.76/16*100=48.5%) and the remaining
13 together accounts for 51.5% of the total
When the answers provided for the time variance. Therefore, by the loss of 51.5% of
management questionnaire are analyzed, the information we can trust on these 3 factors. In
lowest total score was distinguished as 28 and component matrix (Table 7), as overlapping exists
the highest total score as 83; the general average among the variables in each factor, so varimax
score was registered as 3.28. method is used to remove overlapping resulting
Cronbach Alpha coefficient is used to measure into rotated component matrix (Table 8) with no
reliability of data pertaining to the variables overlapping among the variables in each factor
whose value lies between 0 and 1 (Bayram, and following summary table using factor analysis
2004). Nakip (2006) defined that Alpha values is obtained.
between 60-80% indicates that the scale taken is
INFERENCES
reliable. In the given research, Cronbach’s Alpha
value of the scale of all variables was determined On an average, respondents have given 3.53
to be 0.832 (as shown in Table 3) indicating scale score to factor 1. Therefore, respondents are
to be reliable. frequently able to manage time on long term
basis.
Data gathered through questionnaire was
analyzed using SPSS (Statistical Package for Social Factor 2 has an average score of 3.1. This implies
Sciences) package. Various statistical techniques respondents are not able to manage their time so
as standard deviation, mean, Independent T test, well on short term basis.
Karl Pearson correlation coefficient and linear
regression were used in order to find answers to Factor 3 has an average score of 2.9. This implies
the problems of this study. The level of there is a lack of management of time attitude
significance was taken as .05 during the statistical among the respondents.
analysis. Further, factor analysis was applied to
INDEPENDENT SAMPLE T-TEST
determine appropriate factors responsible for
time management. Now, we are will to determine whether there
exist any difference between Academic score
FACTOR ANALYSIS
(TGPA) among the Gender. This is determined
Bartlett’s test of sphericity (Table 4) is significant using independent T-test. For this purpose a
at 5% level of significance. Thus, sample size is sample of 153 students were taken out of which
appropriate and KMO value is 0.838 > 0.5. 95 were males and 58 were females (refer Table
Therefore, factor analysis is appropriate for 10 and Table 11).
analyzing the correlation matrix. Here, 3 factors
For TGPA, mean score for males came to be 6.94
are extracted with eigenvalues >1 which accounts
and for females it was 7.67. Here first we need to
for 48.524% of the total variance indicated in
determine whether to consider equal variances
Table 6.
assumed case or unequal variance assumed case.
Factor 1 explains the variance of 2.99 which is For this consider the following hypothesis.
18.71% of total variance of 16 variables, factor 2

© Eureka Journals 2018. All Rights Reserved. ISSN: 2581-3447

Effect of Time Management on Academic Performance of Management Students
Divya G et al. 6

Table A
FACTOR NAME MEAN SPECIFIC ATTRIBUTES FACTOR LOADING
Factor 1 : Long Mean = The night before a major assignment is due, 0.654
Term Time 3.53 I am usually still working on it
Management I make a list of things to do in my head 0.616
rather than on paper
When I have several things to do, I prefer to 0.612
do a little bit of work on each one
I believe that there is room for improvement 0.596
in the way I manage my time
I know exactly what task i am going to do 0.593
when i sit down to study
I schedule time to study for exams 0.516
I make constructive use of my time 0.515
I tend to complete my assignments on time 0.504
Factor 2 : Mean = I plan to be 10 to 15 minutes early for all 0.702
Short Term Time 3.1 classes
Management I always try helping others in their 0.636
assignments which they could or should be
doing themselves
I always Compile and prioritize a written 0.599
daily to do list
I am selective about and able to control my 0.472
Tv and social media viewing habits
I always plan my day before i start it 0.461
I effectively use the time spent in 0.359
commuting to my college by studying or
revising my study material
Factor 3 : Time Mean = I always have a clear idea of what i want to 0.779
Attitude 2.9 accomplish next week
I have an estimate of how many hours i 0.724
need to study in the week

H0: Equal variances assumed Further, from mean values we can conclude that
average TGPA is more of females than males.
H1: Unequal variances assumed
On similar ground we applied independent T-test
Fcal-value is 1.197 with p-value = 0.276 > 0.05. to study various factors i.e. Long term time
Accept Ho. Thus, consider equal variances management, short term time management and
assumed case. time attitude among gender and since our p-
Further, t-calculated value is -4.408 with degree values are greater than 0.05, our hypothesis are
of freedom 151 and p-value 0.000 < 0.05, hence accepted. Thus, there exists no difference in the
reject Ho. Thus, there is a significant difference rating on the scale of 1 to 5 given by either males
between Academic score (TGPA) and Gender. or females towards different factors of time
management.

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 Global Journal on Recent Advancement in Business Forecasting and Marketing Intelligence
7 Vol. 2, Issue 1 - 2018

CORRELATION AND REGRESSION TGPA = 4.734 + 0.042 (LTTM) + 0.051 (STTM)

ANALYSIS
CONCLUSION
Now, at the end we are interested in determining
The present study aimed to explore the effect of
whether significant relationship exists between
time management on the academic performance
Long Term Time Management, Time Attitude,
of the students at postgraduate level. The
Short Term Time Management, Time
researchers employed convenience sampling on
Management in General and TGPA. As can be
153 students and tried to study the association of
seen in Table 12,there exists a positive significant
three factors of time management, viz. Long term
relation between Term grade point average and
time management, short term time management
Long Term Time Management sub-dimension of
and time attitudes with the academic
students (r=0.391, p<0.01).Likewise, significant
performance of the students. The result showed
positive relation could be detected between term
that both long term time management and short
grade point averages and the Time Management
term time management are significant predictors
in general, Time Attitude and Short Term Time
of academic performances. So the good predictor
Management sub-dimensions.
of academic achievement was found to be the
Table 13 gives R representing the regression combined effect of Long term and short term
coefficient of independent variables (Short Term time management. The current study also
Time Management (STTM) Time Attitudes (TA), emphasized that females have better academic
Long Term Time Management (LTTM) scores) on scores (TGPA) when compared with the male
students’ Term Grade Point Average (TGPA) and students. There are lots of other factors which
this coefficient is equivalent to 0.431. R2, affect the academic performance of the students
coefficient of determination is 0.186 indicating but our findings explored the importance of
18.6% of total variance in dependent variable is understanding the role of time management in
on account of independent variables collectively. academic achievement. Undoubtedly, students
F and p values in Table 14 correspond to one who are not able to manage their time effectively
factor variance analysis results indicating the might be at risk for underperformance. Therefore
significance of regression and determination there is a need to make students aware of time
coefficients and as can be seen they are valid at management skills in order to have a bright and
the 0.05 significance level. successful career in future.

B values in Table 15 provide partial regression REFERENCES

coefficients and indicate the tendencies of
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Term Time Management (LTTM) with regression [3]. Burt, C. D., & Kemp, S. (1994).Construction
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Management (STTM) with regression coefficient potential. Applied Cognitive Psychology, 8,
0.051 has an effect on TGPA. A formulization of 155-168.
[4]. Dahiel, Osman, Mohamed (2015). Time
the above given data is indicated in the equation
Management and Academic Performance:
below:

© Eureka Journals 2018. All Rights Reserved. ISSN: 2581-3447

Effect of Time Management on Academic Performance of Management Students
Divya G et al. 8

Empirical Survey From High Education In Ankara: Seçkin Yayincilik.

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 Global Journal on Recent Advancement in Business Forecasting and Marketing Intelligence
9 Vol. 2, Issue 1 - 2018

ANNEXURE
Table 1.Gender
Frequency Percent Valid Percent Cumulative Percent
Valid Male 95 62.1 62.1 62.1
Female 58 37.9 37.9 100.0
Total 153 100.0 100.0

Table 2.Descriptive Statistics

Mean Std. Deviation Analysis N
I always Compile and priortise a written daily to do list 2.71 .915 153
I always plan my day before i start it 3.07 1.058 153
I always have a clear idea of what i want to accomplish next 2.95 1.087 153
week
I have an estimate of how many hours i need to study in the 2.84 1.167 153
week
I tend to complete my assignments on time 3.84 1.115 153
I make a list of things to do in my head rather than on paper 3.42 1.174 153
I am selective about and able to control my Tv and social 3.44 1.106 153
media viewing habits
I effectively use the time spent in commuting to my college by 2.95 1.180 153
studying or revising my study material
I schedule time to study for exams 3.65 1.248 153
I know exactly what task i am going to do when i sit down to 3.63 1.122 153
study
I believe that there is room for improvement in the way I 3.88 1.082 153
manage my time
I make constructive use of my time 3.31 .983 153
The night before a major assignment is due, I am usually still 3.39 1.148 153
working on it
When I have several things to do, I prefer to do a little bit of 3.10 1.087 153
work on each one
I always try helping others in their assignments which they 3.48 1.058 153
could or should be doing themselves
I plan to be 10 to 15 minutes early for all classes 2.94 1.289 153

Table 3.Reliability Statistics

Cronbach's Alpha N of Items
.832 18

Table 4 KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .838
Bartlett's Test of Sphericity Approx. Chi-Square 682.916
Df 120
Sig. .000

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Effect of Time Management on Academic Performance of Management Students
Divya G et al. 10

Table 5.Communalities
Initial Extraction
I always Compile and priortise a written daily to do list 1.000 .502
I always plan my day before i start it 1.000 .409
I always have a clear idea of what i want to accomplish next week 1.000 .654
I have an estimate of how many hours i need to study in the week 1.000 .541
I tend to complete my assignments on time 1.000 .539
I make a list of things to do in my head rather than on paper 1.000 .435
I am selective about and able to control my Tv and social media viewing habits 1.000 .364
I effectively use the time spent in commuting to my college by studying or revising 1.000 .280
my study material
I schedule time to study for exams 1.000 .645
I know exactly what task i am going to do when i sit down to study 1.000 .563
I believe that there is room for improvement in the way I manage my time 1.000 .434
I make constructive use of my time 1.000 .475
The night before a major assignment is due, I am usually still working on it 1.000 .557
When I have several things to do, I prefer to do a little bit of work on each one 1.000 .378
I always try helping others in their assignments which they could or should be 1.000 .494
doing themselves
I plan to be 10 to 15 minutes early for all classes 1.000 .495
Extraction Method: Principal Component Analysis.

Table 6.Total Variance Explained

Initial Eigenvalues Extraction Sums of Squared Rotation Sums of Squared
Component

Loadings Loadings
Total % of Cumulativ Total % of Cumulat Total % of Cumulati
Variance e% Variance ive % Variance ve %

1 4.918 30.739 30.739 4.918 30.739 30.739 2.994 18.711 18.711

2 1.693 10.581 41.319 1.693 10.581 41.319 2.588 16.173 34.883
3 1.153 7.205 48.524 1.153 7.205 48.524 2.183 13.641 48.524
4 .998 6.237 54.761
5 .943 5.895 60.656
6 .880 5.503 66.159
7 .826 5.161 71.321
8 .756 4.727 76.047
9 .683 4.267 80.314
10 .599 3.744 84.058
11 .557 3.478 87.536
12 .530 3.311 90.846
13 .477 2.979 93.826
14 .444 2.774 96.600
15 .303 1.894 98.494
16 .241 1.506 100.000
Extraction Method: Principal Component Analysis.

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 Global Journal on Recent Advancement in Business Forecasting and Marketing Intelligence
11 Vol. 2, Issue 1 - 2018

Table 7.Component Matrixa

Component
1 2 3
I schedule time to study for exams .803
I tend to complete my assignments on time .733
I know exactly what task i am going to do when i sit down to study .733
I make constructive use of my time .681
I believe that there is room for improvement in the way I manage my time .578 .314
I am selective about and able to control my Tv and social media viewing habits .576
I always have a clear idea of what i want to accomplish next week .550 -.338 -.487
I effectively use the time spent in commuting to my college by studying or revising .519
my study material
I always try helping others in their assignments which they could or should be .496 .494
doing themselves
I always plan my day before i start it .479 -.421
I have an estimate of how many hours i need to study in the week .458 -.372 -.439
I make a list of things to do in my head rather than on paper .435 .366 -.334
The night before a major assignment is due, I am usually still working on it .686
I always Compile and priortise a written daily to do list .461 -.492
When I have several things to do, I prefer to do a little bit of work on each one .397 .437
I plan to be 10 to 15 minutes early for all classes .430 .486
Extraction Method: Principal Component Analysis.
a. 3 components extracted.

Table 8.Rotated Component Matrixa

Component
1 2 3
The night before a major assignment is due, I am usually still working on it .654
I make a list of things to do in my head rather than on paper .616
When I have several things to do, I prefer to do a little bit of work on each one .612
I believe that there is room for improvement in the way I manage my time .596
I know exactly what task i am going to do when i sit down to study .593
I schedule time to study for exams .516
I make constructive use of my time .515
I tend to complete my assignments on time .504
I plan to be 10 to 15 minutes early for all classes .702
I always try helping others in their assignments which they could or should be doing .636
themselves
I always Compile and priortise a written daily to do list .599
I am selective about and able to control my Tv and social media viewing habits .472
I always plan my day before i start it .461
I effectively use the time spent in commuting to my college by studying or revising .359
my study material
I always have a clear idea of what i want to accomplish next week .779
I have an estimate of how many hours i need to study in the week .724
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 5 iterations.

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Effect of Time Management on Academic Performance of Management Students
Divya G et al. 12

Table 9.Component Transformation Matrix

Component 1 2 3
1 .640 .604 .474
2 .743 -.331 -.582
3 -.195 .725 -.661
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
T-Test
Table 10.Group Statistics
Gender N Mean Std. Deviation Std. Error Mean
Long Term Time Management Male 95 31.0105 6.30180 .64655
Female 58 32.8448 6.07498 .79768
Time Attitude Male 95 5.5895 1.92130 .19712
Female 58 6.1034 1.91659 .25166
Short Term Time Management Male 95 18.1579 4.27092 .43819
Female 58 19.3103 3.57970 .47004
TGPA Male 95 6.9434 1.03851 .10655
Female 58 7.6722 .91113 .11964

Table 11.Independent Samples Test

Levene's Test for Equality of t-test for Equality of Means
Variances
F Sig. T Df Sig. Mean Std. 95% Confidence
(2- Differen Error Interval of the
taile ce Differen Difference
d) ce Lower Upper
Long Term Equal .29 .59 - 151 .079 -1.83430 1.03600 - .21263
Time variances 0 1 1.771 3.88124
Managem assumed
ent Equal - 124.0 .076 -1.83430 1.02680 - .19803
variances 1.786 34 3.86663
not
assumed
Time Equal .10 .75 - 151 .110 -.51397 .31986 - .11801
Attitude variances 2 0 1.607 1.14596
assumed
Equal - 120.8 .110 -.51397 .31967 - .11891
variances 1.608 20 1.14686
not
assumed
Short Equal 1.0 .30 - 151 .088 -1.15245 .67054 - .17240
Term Time variances 48 8 1.719 2.47730
Managem assumed
ent Equal - 136.5 .075 -1.15245 .64261 - .11830
variances 1.793 75 2.42320
not
assumed
TGPA Equal 1.1 .27 - 151 .000 -.72887 .16536 - -.40215
variances 97 6 4.408 1.05559
assumed

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 Global Journal on Recent Advancement in Business Forecasting and Marketing Intelligence
13 Vol. 2, Issue 1 - 2018

Equal - 132.6 .000 -.72887 .16021 - -.41199

variances 4.550 69 1.04576
not
assumed

Table 12.Correlations
Long Term Time Short Term Time TGPA
Time Attitude Time Management
Management Management in General
Long Term Pearson 1 .368 .590 .896 .391
Time Correlation
Management Sig. (2- .000 .000 .000 .000
tailed)
N 153 153 153 153 153
Time Attitude Pearson .368 1 .406 .561 .233
Correlation
Sig. (2- .000 .000 .000 .004
tailed)
N 153 153 153 153 153
Short Term Pearson .590 .406 1 .797 .371
Time Correlation
Management Sig. (2- .000 .000 .000 .000
tailed)
N 153 153 153 153 153
Time Pearson .896 .561 .797 1 .433
Management Correlation
in General Sig. (2- .000 .000 .000 .000
tailed)
N 153 153 153 153 153
TGPA Pearson .391 .233 .371 .433 1
Correlation
Sig. (2- .000 .004 .000 .000
tailed)
N 153 153 153 153 153
Regression

Table 13.Model Summary

Model R R Square Adjusted R Square Std. Error of the Estimate
a
1 .431 .186 .170 .95756
a. Predictors: (Constant), Short Term Time Management, Time Attitude, Long Term Time Management

Table 14.ANOVAb
Model Sum of Squares df Mean Square F Sig.
1 Regression 31.209 3 10.403 11.346 .000a
Residual 136.621 149 .917
Total 167.830 152
a. Predictors: (Constant), Short Term Time Management, Time Attitude, Long Term Time Management
b. Dependent Variable: TGPA

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Effect of Time Management on Academic Performance of Management Students
Divya G et al. 14

Table 15.Coefficients
Model Unstandardized Standardized t Sig.
Coefficients Coefficients
B Std. Error Beta
1 (Constant) 4.734 .433 10.922 .000
Long Term Time Management .042 .016 .252 2.708 .008
Time Attitude .033 .045 .060 .735 .464
Short Term Time Management .051 .025 .198 2.095 .038
a. Dependent Variable: TGPA

© Eureka Journals 2018. All Rights Reserved. ISSN: 2581-3447