(Tiểu luận) the impact of time management on academicperformance of emqi 64 student

NATIONAL ECONOMICS UNIVERSITY DEPARTMENT OF BUSINESS ADMINISTRATION ENGLISH-MANAGEMENT OF QUALITY AND INNOVATION An Analysis into THE IMPACT OF TIME MANAGEMENT ON ACADEMIC PERFORMANCE OF EMQI 64 STUDENT Supervisor: Lê Thuỳ Linh Group: BLACKPINK Phan Thuỳ Dương - 11221630 Nguyễn Thu Phương - 11225284 Đàm Nguyễn Linh Anh - 11220108 Class: E-MQI 64 Hanoi, 2023 TABLE OF CONTENTS ABSTRACT TABLE OF CONTENTS LIST OF CHARTS Chapter 1: Introduction Chapter 2: Literature Review 2.1 Definition of time management 2.2Dimensions of Time Management 2.3The importance of time management 2.4Benefits of time management 2.5 Effective time management solution Chapter 3: Research description 3.1 Research objectives 3.2 Research subject, scope and scale 3.3 Research questions 3.4 Research method 3.5 Data collection and analysis 3.6 Research plan Chapter 4: Findings and Discussion 4.1 Number of E-MQI 64 students and corresponding GPA 4.2 Frequency of the response related to time management on the Likert scale 4.3 Positive attitude in the relationship between student perception and GPA 4.4 Negative attitude in the relationship between student perception and GPA Chapter 5: Conclusion and Recommendations 5.1 Conclusion 5.2 Recommendations APPENDIX REFERENCES LIST OF CHARTS 4.1/Chart 1: Number of E-MQI 64 students and corresponding GPA 4.2/Chart 2: Preplanning methods are inefficient, and it does not affect academic performance 4.2/Chart 3: Academic performance is degraded due to miss planning 4.3/Chart 4: I prefer to manage my time daily 4.3/Chart 5: I effectively manage my workload 4.4/Chart 6: I met the deadline for any work 4.4/Chart 7: I find this semester challenging and it has affected my time ABSTRACT For students to better manage their curriculum and achieve learning objectives, time management behaviors or skills are argued to improve positive academic output The study aims to find the impact of time management on the academic performance of students among the E-MQI 64 students at NEU This study had a cross-sectional survey-based study design It was conducted among students of the diagnostic radiology technology department at National Economics University from April 2023 to June 2023 For this study, 35 students were targeted among which 35 completed the questionnaire, making the response rate 100% Among 35 participants, 26 (74.3%) were females and (25.7%) were males The current research aimed to determine the relationship between the time management skills and academic achievement of the students Time management is very important and it may affect an individual's overall performance and achievements However, all of these are related to 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 for the students, besides having good lectures given by their teachers Nevertheless, students' time management can be considered as one of the aspects that can move a student to be a good student Good time management is vital for students to shine However, some of the students not have good time management skills that have negatively affected 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 the stress level of students as they need to cope with their tasks and their achievements In this regard, the data was collected from the E-MQI 64 students of National Economics University to analyze how effectively they are managing their time for achieving their academic standards CHAPTER 1: INTRODUCTION Time management plays a vital role in improving a student's academic performance Every student should have time management ability which includes setting goals and priorities and using time management mechanisms The basic problems or constraints related to time management are similar, spending hours on social networking sites, having no proper schedule, organization, guidance, targets, missions, objectives, or vision, and social engagement College students may become overwhelmed with feelings that there is not enough time to complete all their work adequately It is even more crucial for medical students who have one of the most time-consuming majors This will serve as a guide for students to effectively manage their time and study at full capacity Time management is a group of practices, skills, tools, and systems that work together to help improve the quality of life Worldwide, students that practiced both planning and positive time attitudes found that they had much more time to complete their tasks because they control their time spent It was also found that students who reported using goal-oriented time management had a higher overall GPA This study aimed to determine the relationship between the time management skills and academic performance of students, assess time management and practice among students, and determine patterns of time management among EMQI students In addition, to determine whether student participation in extracurricular activities and social media correlates to his or her cumulative grade point average Document continues below Discover more Quan Tri Kinh from: Doanh QTKD1 Đại học Kinh tế… 999+ documents Go to course ĐỀ CƯƠNG QTKD 24 Lecture notes Quan Tri Kinh… 99% (92) Phân tích SWOT TH true milk Quan Tri Kinh… 100% (37) Tài liệu ôn tập trắc 25 36 nghiệm QTKD1 Quan Tri Kinh… 100% (34) Môi trường kinh doanh công ty… Quan Tri Kinh… 98% (127) Vinamilk - Lecture 33 notes Quan Tri Kinh… 98% (48) C4 BÀI TÂP HQKD Lecturer: Nguyen T… 14 CHAPTER 2: LITERATURE REVIEW Quan Tri 100% (22) Kinh… 2.1 Definition of 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 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 a great number of academic studies focusing on the relationship between time management and academic achievements The related literature showed 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 of student possesses moderatelevel 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 groups of students who exploited time-saving proficiencies notably had rich academic achievements They accomplished those students who not use time-saving techniques in their educational environment have significantly lower academics as compared to results students who employ timemanagement tactics have 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 of achieving a high level of academic success and performance They not only influence 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 an institution also has a strong correlation to reaching high academic achievements Various studies showed that time management practices serve many purposes not only for challenging the 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 effective utilization 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 arrangements, and organizing one’s workspace, as studies of earlier periods 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 several 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 a short period Long-range planning competence is to handle everyday jobs over a longer time perspective by keeping track of significant dates and setting objectives by putting adjournments (Alay & Koỗak, 2003) A Long Range Planning Long-range planning means having long-range objectives and disciplined routines Various researchers named it as having the perception of a preference for organization and it is comparable to long-range planning To acquire a summary of the everyday jobs that necessitate being 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 tackled to be familiar with how much effort requires to be completed within hours, days, or weeks; it may even be the immediate measurable effect of planning This gives the impression to indicate that time management practices accomplish to influence 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 and accounted for goaloriented time management practices B Short Range Planning Short-range planning was defined as time management activities surrounded by daily or weekly time structure and covering the activities such as setting objectives at the commencement of the day, planning and prioritizing daily behaviors, and creating work content (Yilmaz et al., 2006) Numerous studies invented that shortrange planning behavior, forecasting of time in the short run, surrounded by the time enclosed by a week or less, established a constructive relationship to grade point average Short-range planning in interface with accomplishment determined was optimistically associated with dealing performance as well (Noftle et al., 2007) Likewise, most of the studies that control for the student time so by determining the 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 realized 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 This section of the current study presents the results and analysis of the data collected through the online questionnaire survey with the cooperation of 35 EMQI students Through seven questions covering some basic parts of time management, it is expected that this popularity concerning phobia among the total participants can be clarified with specific causes and effects 4.1 Number of E-MQI 64 students and corresponding GPA Chart 1: Number of E-MQI 64 students and corresponding GPA The pie chart shows the number of E-MQI 64 students and their respective GPAs The number of students is divided into groups with GPAs, respectively below 2.5, 2.5 - 3.0, 3.0 - 3.5, and 3.5 - 4.0 Notably, the majority of students belong to groups 2.5 - 3.0, accounting for 34.3%, corresponding to 12 students The group with the second largest number of students is group 3.0 - 3.5, with 10 students corresponding to 28.6% The rest are under 2.5 with students and 3.5 - 4.0 with students, with 22.9% and 14.3% respectively Based on the survey chart, it can be seen that the majority of E-MQI students have average and good academic performance, this total accounts for approximately 63% out of 100% of the total students in the class The remaining number of students with excellent academic ability only accounts for the smallest part of 14.3% This shows that the learning performance of E-MQI 64 students is not high According to a 2005 study by Brigitte, time management methods affect academic achievement Therefore, it can be inferred that the academic achievement of EMQI students is affected by ineffective time management methods 4.2 Frequency of the response related to time management on the Likert scale Chart 2: Preplanning methods are inefficient, and it does not affect academic performance The majority of E-MQI students agree with the view that the preparatory approach is ineffective and that it does not affect their academic performance More specifically, 12 out of the total students agreed with the above idea, with the majority of the answers compared to the whole class The remaining students, respectively, are students who strongly agree, students who have no views or objections, and students who strongly disagree It can be seen that the opinions of the surveyed students are quite evenly distributed between the two directions of agreement and disagreement The chart shows that the majority of E-MQI students with a GPA of 2.5 - 3.0 agree that planning was ineffective and it did not affect their learning, corresponding to students out of 12 students The remaining students in turn are neutral and opposed and only option is marked as strongly opposed In particular, in the group of students with a GPA of 2.5 - 3.0, there was no option in the section "strongly agree" With a group of students with a GPA of 3.0 - 3.5, we can see a fairly even distribution in all options There are votes for agree and neutral, votes for disagree, and vote for strongly agree and strongly disagree In contrast, the group of students with a GPA from 3.5 - 4.0, only voted for the majority of the positive trends, with votes in agreement and vote in strongly agree and the remaining votes in item disagrees Finally, with the group of students with a GPA below 2.5, surprisingly, the votes were distributed quite evenly, with votes in favor and neutral The remaining vote disagrees and votes strongly disagree As can be seen, the votes are evenly distributed between the tendency to agree and disagree However, planning is extremely necessary and effective It has a great influence on student learning outcomes Therefore, from the survey, we can see that E-MQI students not know how to manage their time optimally Chart 3: Academic performance is degraded due to miss planning From the survey chart above, it is clear that most of the respondents are inclined toward the trend from neutral to agree No one objected to the survey question that their academic performance was reduced because of a missed schedule The number of people who voted for the item agreement is the largest, a total of 18 students Which, the number of students in the 2.5 - 3.0 GPA group had the most votes, accounting for students out of 18 students After that, there are students in groups 3.0 - 3.5 and students respectively in groups 3.5 - 4.0 and under 2.5 Next, the neutral item has the second most votes, accounting for 12 total votes Including vote from group 3.5 - 4.0 and votes from group 3.0 - 3.5 and under 2.5 and votes from student groups with GPA from 2.5 - 3.0 In the end, a total of students voted for the item and strongly agreed Including vote from each group 3.5 - 4.0, 3.0 - 3.5, and less than 2.5, the remaining votes of group 2.5 - 3.0 Based on the survey graph, it can be seen that most E-MQI students find that their academic performance drops because they miss the plan Along with that, the majority of votes agree with the question belonging to the group of students with average academic ability From this, we can confirm that ineffective planning and failure to follow the plan have an impact on the academic performance of E-MQI students 4.3 Positive attitude in the relationship between student perception and GPA Chart 4: I prefer to manage my time daily It can be observed that, when asked if students enjoy daily time management, the percentage of votes is evenly distributed between the two trends agreeing and disagreeing with 13 votes on each side Only the neutral item is the lowest with votes but this makes almost no difference In addition, no student voted for both strongly disagree and strongly agree Specifically, with the group of students with a GPA of 2.5 - 3.0, the majority chose that they not regularly manage their time daily, with out of 10 students, accounting for more than half of the population of this group The rest are, students voted neutral and students voted agree For the group of students with a GPA of 3.0 - 3.5, the distribution ratio is also somewhat different, with the votes for the agree with and neutral sections being votes for each category, twice as high as the votes for the category disagreement On the other hand, the group of students under 2.5 has a balanced vote ratio in trends, with votes on each side agreeing and disagreeing, and the remaining votes in the neutral section Similar to the group of students with GPAs 3.5 - 4.0, the number of votes for opposing items agree and disagree is equal, with the number of votes for each item, the rest is vote for the neutral item Although the votes are relatively equal among the three trends, we can see that the majority of students with weak and average academic grades think that they not like daily time management And most students with good to excellent academic ratings tend to agree It can be seen that daily time management has an impact on the academic performance of E-MQI 64 students From that, we can conclude, if the students know how to manage Effective time management, they can improve the quality of their learning Chart 5: I effectively manage my workload The graph illustrates the number of EMQI students who manage their work effectively The number of students who effectively manage their work is distributed from agree to disagree In addition, no student voted for both strongly disagree and strongly agree It can be clearly seen that the number of students scoring between 2.5 and 3.0 who disagree with their performance management is students, compared with the number of students who are neutral and agree, respectively and students While the number of students with a gpa from 3.0 to 3.5 who have a Neutral opinion is five students, the figure of students who agree and disagree accounts for three and two respectively On the other hand, the number of students with a gpa from 3.5 to 4.0 reached the highest level at the level of agreeing with the idea of effective management, accounting for students, followed by the number of students who were neutral and disagreed at one In addition, there are students with a score of less than 2.5 disagreeing with the idea, and student having a neutral opinion and agreeing, respectively In conclusion, the opinion that EMQI students effectively manage their work, the majority of students agree at the level of gpa 3.0 to 4.0 and the number of students disagree the most at 2.5 to 3.0 4.4 Negative attitude in the relationship between student perception and GPA Chart 6: I met the deadline for any work To analyze the graph and determine the negative attitude in the relationship between student perception and GPA, we convert the given data into percentages and examine the patterns across different GPA ranges Students with GPA < 2.5/4: Strongly Agree: person (20%) Agree: people (80%) Neutral: people (40%) Disagree: person (20%) Students with GPA between 2.5-3/4: Strongly Agree: people (28.57%) Agree: people (71.43%) Neutral: people (28.57%) Disagree: people (42.86%) Students with GPA between 3.0-3.5/4: Agree: people (60%) Neutral: people (100%) Disagree: people (40%) Students with GPA between 3.5-4.0/4: Agree: person (20%) Neutral: people (80%) Looking at the percentages derived from the graph, several observations can be made In the GPA range below 2.5/4, a significant 80% of students either agree or strongly agree that they met the deadlines However, this percentage drops to 71.43% for students with GPAs between 2.5-3/4 Additionally, within this GPA range, a higher percentage of 42.86% of students disagree with meeting the deadlines This decline in agreement and the increase in disagreement suggest a more negative perception among students with slightly higher GPA Furthermore, in the GPA range of 3.0-3.5/4, 60% of students agree that they met the deadlines However, a substantial 40% of students within this range express disagreement Notably, all the students who selected neutral responses fall within this GPA range, indicating a lack of clarity or ambivalence regarding meeting deadlines Finally, in the GPA range of 3.5-4.0/4, only 20% of students agree, while the majority of 80% remain neutral This suggests a higher level of uncertainty or indifference among students with higher GPAs Taken together, these observations demonstrate a negative attitude in the relationship between student perception and GPA As GPAs increase, there is a noticeable decrease in the percentage of students who agree or strongly agree that they met the deadlines Simultaneously, the percentages of students who disagree or remain neutral tend to rise, reflecting a more pessimistic view or indifference toward meeting deadlines Chart 7: I find this semester challenging and it has affected my time The bar chart above depicts how EMQI-64 students felt about the past semester Overall, most students agree that this semester is challenging and takes more time for students GPA 2.5 - 3.0 is the group with the most agree with votes for agree, votes for strongly agree, and votes for neutral The group with a GPA of 3.0-3.5 has students votes for agree, while strongly agree and neutral have the same votes of One vote for neutral and strongly agree, and votes for agree is the number of votes for the group with a GPA of 3.5-4.0 The last is the group with a GPA < 2.5, with the number of votes to agree with the group 2.5-3.0 being votes In particular, disagree and strongly disagree are two options that no student can choose It shows that this semester is really hard and challenging, EMQI-64 students need more time to complete it well CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 5.1 Conclusion This study aimed to determine the relationship between time management and the academic achievement of university students All in all, we found out that time management is highly related to the academic performance of 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 Ha Noi 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 relationship between time planning, time management, and the 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 students show the way to score academic achievement as concluded that students who scored poorly in academic achievement gained significantly lower in time management There was 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 study outside the class or at home has some positive impacts on the studies and spending more time working has some negative impacts on the output of students 5.2 Recommendations • Conducting workshops on time management skills for medical and nonmedical students • Increase awareness about time management among students • Insert lectures on time management in the core curriculum for the nonmedical students • The necessity to write priorities for the next day • Promote the time management habit among students • Predict the consequences of each option, and each action you might take • Divide each large task into easy tasks • Have a plan for managing and measuring time APPENDIX This survey is being conducted with a view of exploring the causes and effects of public speaking anxiety among EMQI freshmen in the Department of Business Administration of National Economics University Please remember that your answer will be kept secret, so answer these questions as honestly as you can Thank you for your cooperation! Please indicate your answers by ticking the boxes which best describe you Preplanning methods are inefficient, and it does not affect academic performance My academic performance has degraded due to mixed planning My participation in extracurricular activities won’t affect my academic performance I prefer to manage my time daily I meet the deadline for any work I effectively manage my workload I can adapt and be flexible when changes occur, reassess priorities, and still produce quality work I balance my private time and study time My priorities between various competing tasks 10.I often tend to delay/postpone my tasks 11.I find this year challenging and it has affected my time 12.I feel lazy and my study mood is ruined because of insufficient sleeping patterns REFERENCES Alay, S., & Koỗak, S (2003) Relationship between time management and academic achievement of university students Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 35, 326-335 Babbie, Earl (1993) The practice of social research 7th ed Wordsworth Publishing Co 256- 257 Boyd, H W., Westfall, R., & Stasch, S F (1977) Marketing research: Text and cases 4th ed Richard D Irwin, Inc Brigitte, J C., Claessens, Eerde, W V., Rutte, C G, Roe, R A (2005) A review of the time management literature Emerald Group Publishing Limited, 36 (2), 2007 Britton, B K., & Tesser, A (2001) Effects of time management practices on college grades Journal of Educational Psychology, 83, 405-410 Denlinger, J C (2009) The Effects of Time Management on College Students’ Academic Performance, Ball State University, Fact Book (students/enrollment) Faisal, Z., Miqdadi, A F., Mohammad, T., & Nabil, M (2014) The Relationship between Time Management and the Academic Performance of Students University of Bridgeport, Bridgpeort, CT, USA Fazal, S (2012), The Role of Study Skills in Academic Achievement of Students: A Closer Focus on Gender Pakistan journal of Psychological research, 27 (1), p- 37-51 Karim., & Mitra, K (2015), Time management skills impact on selfefficacy and academic performance Journal of American Science, 7(12) 10.Kaushar, M (2013) Study of Impact of Time Management on Academic Performance of College Students Journal of Business and Management, (6), P 59-60 11.Laurie, A., & Hellsten, M (2002) What Do We Know About Time Management? A Review of the Literature and a Psychometric Critique of Instruments Assessing Time Management University of Saskatchewan, Canada 12.Kelly, M (2004) Get time on your side, Careers & Universities, 24 (4), p.28 13.Levin, R I (1984) Statistics for management 3rd ed Prentice-Hall 14.Lisa, M., & Robert, M S (2008) I will it tomorrow: College Teaching 57 (5), p.212154 Academic One-File, https://www.ebscohost.com[Accessed Oct 4, 2011 15.Macan, T H., Shahani, C., Dipboye, R L & Phillips, A P (2000) College student’s time management: Correlations with academic performance and stress Journal of Educational Psychology, 82 (4), 760-768 16.Mercanlioglu C (2010), the Relationship of Time Management to Academic Performance of Master Level Students, International Journal of Business And Management Studies, (1), p 255-276 17.Noftle, E., Robins., & Richard, W (2007) Personality predictors of academic outcomes: Big five correlates of GPA & SAT scores Journal of Personality and Social Psychology, 93, 116-130 18.Sabelis, I (2001), “Time management: paradoxes and patterns” Time & Society, 10, p- 387-400 19.Sevari, K., & Kandy, M (2011) Time management skills impact on selfefficacy and academic performance Journal of American Science, 7(12), 720-726 20.Yilmaz, I., Yoncalik, O., & Bektaş, F (2006) Relationship between the time management behavior and academic success E-Journal of New World Sciences Academy, 5(3), 187-194