ABSTRACT
Time management is a crucial thing that needed by individual
especially for students. It can affect their academic achievement.
Therefore, the objective of the study is to investigate impact of
time management towards student achievement. One hundred questions
have been distributed to UUM students. Based on the survey there is
a significant impact of time management towards academic
achievement. While, there is no significant impact of academic
achievement between genders. The last, there is no significant
impact of academic achievement among ethnicity. The results show
that the time management very crucial in determining the academic
achievement of UUM students. Therefore, UUM should makes workshop
about time management to realize students that time management is
important for them.
CHAPTER 1INTRODUCTION
1.1 IntroductionTime management is the thing that sometimes
ignored by students, including the students in Universiti Utara
Malaysia. The student assumes that time management has no effect on
their academic achievement. This makes students become not optimal
in order to maximize their academic process and it will have a
negative impact on their academic value.
Based on this situation, we need the technique development to
analyze the impact of time management towards UUM students for
their academic achievement. This technique allows us to know what
the impact of time management, whether is it good or bad. The study
is expected to helps students in managing time wisely so that
affects their academic performance and productivity. Poor time
management will be able to hamper productivity and its not good for
students' academic achievement. Thing that they can do and finish
earlier will be undermined because of the bad time management and
much or few it will have an impact towards their academic
achievement and productivity.
All students need a good time management to be productive
students. Thats why a good time management will help students to
improve productivity. So that they will skilled to divide between
their studying times, join the organization, and play or do some
sports activities. In the end the skill of managing time can be
used by students in order to enter the real work life.
1.2 Problem StatementOne of the main problems is most of the
students cannot manage their time wisely, so that they dont know
what is their priority. Thus, time management affects to their
academic achievement. Based on our research problem, then the
specific factors in time management (IV) is formulated as
bellows:1. Does time management influence the students academic
achievement?2. By managing their time wisely, does it increase the
students grades?3. Can students in UUM manage their time by joined
the activities that offered by the campus?
1.3 Research ObjectivesThe general objective of the study is to
examine the impact of time management toward academic achievement
among students in UUM. The specific objectives are:1. To
investigate the influence of time management towards academic
achievement of students.2. To determine the difference of academic
achievement between genders.3. To determine the difference of
academic achievement among ethnicity.
1.4 Scope of the StudyThe study focus on examining the time
management level towards students academic achievement in three
aspects which is includes the tangibility, reliability, and
responsiveness. The population under study will be selected among
UUM students. Therefore, the study findings will be generalized
among UUM students only.
1.5 Relevance of the Study It is hope that the study findings
will contribute in managing time towards improving the student
academic achievement. By understanding the time management level
among students, it may develop and further improve their academic
achievement in the future.
CHAPTER 2LITERATURE REVIEW
2.1 Definition of Investigated VariablesTime management refers
to the development of processes and tools that increase efficiency
and productivity (Hassanzabeh & Ebadi, 2007). Busari (2000)
asserted that academic achievement is generally regarded as the
display of knowledge attained or skills developed in the school
subject (as cited in Ogundokun, 2010). As Ireoegbu (1992) explains,
it is the level of performance in school subjects as exhibited by
an individual (as cited in Ogundokun, 2010).
2.2 Theoretical BackgroundWithout a clear understanding about
time management theory, it is difficult to formulate a strategy and
come up with an action plan that will manage your time effectively.
It doesn't matter if you're trying to enhance your professional or
work related life, or your personal routines. The tools and
techniques that you will choose, adopt and follow will depend upon
which type of time management theory appeals most to you.
According to the case that we raise for our research, here we
are using Abraham Harold Maslows Theory about time management. In
his theory, Maslow explained that as long as the efficient use of
time helps us meet higher goals of fulfillment, spirituality and
well being, we perceive it as helpful. But in the interests of
greater efficiency, if we sacrifice bigger things like purpose,
meaning and satisfaction with our lives, then it is a moot
victory.
Maslow's theory focuses on understanding and differentiating
needs, and also setting time limits on getting each done so that
you do not encroach on other essential areas of your life. Based on
this reason, we are implementing Maslows Theory to our
research.
2.3 Theoretical FrameworkThe framework of the study is
illustrated in figure 2.1
TIME MANAGEMENTACADEMIC ACHIEVEMENTIVDV
Figure 2.1This framework is formulated based on the students
academic achievement to define impact among variables.
2.4 Research HypothesisThe develop of the hypothesis are as
follows:H1:There is a significant impact of time management towards
academic achievement.H2:There is no significant impact of academic
achievement between genders.H3:There is no significant impact of
academic achievement among ethnicity.
CHAPTER 3METHODOLOGY
3.1 Research Design In our research, we already define about two
variables that we will measure and also divide it into two types of
variable. The independent variable used in this study is time
management. Dependent variable is academic achievement. To help us
in collecting data as research survey we were collected data using
questionnaire. Which is this tool is the common tool to evaluate
our research survey in getting our particular purposes.
3.2 Population, Sample, and Unit of AnalysisThe population
consists of UUM students who have used the time management in their
daily activities. In order to complete this study, we took 100
students as a sample among 36,000 students in UUM. Individual
student is the unit of analysis for the study.
3.3 Sampling DesignThe study is using non-probability sampling
because in this study we did not refer to a list number of students
which is enrolled by Students Affairs & Alumni UUM but we are
taking a random sample.
3.4 Data SourcesThe study involves the use of both sources are
primary and secondary data. The primary data is spreading the
questionnaires through students in UUM meanwhile secondary data is
taking some of online journals as references in order to make this
report.
3.5 Data Collection MethodsWe are using data collection method;
doing a survey by using questionnaire. We spreads the questionnaire
randomly to the students and collected it directly as they finished
filling the questionnaire.
3.6 Data AnalysisThe main purpose of this study is to measure
how the impact of time management towards academic achievement. We
use questionnaire as our evaluate tool to get any result of our
research purpose. After all data from questionnaire already
collected, we use SPSS as our second tool to process our data with
any procedure of several analysis stage. Actually SPSS itself we
use to data input and analysis whether our data valid or not. The
research objectives which include the following analysis:1.
Descriptive Analysis, to describe demographic background of
respondent profile.2. Reliability Analysis, to provide a unique
estimate of the internal consistency and reliability. 3. Regression
Analysis, to assess the impact of time management towards academic
achievement of student in UUM.4. Independent T-Test, to investigate
the mean difference of Academic Achievement between genders.5.
ANOVA test, to investigate the mean difference of Academic
Achievement among ethnicity.
CHAPTER 4DATA ANALYSIS AND FINDINGS
4.1 Demographic BackgroundDescriptive analysis was used to
describe the purpose of the study. Based on table 1, it shows that
there are 100 respondents, 46% respondents are male and the rest
54% respondents are female. It shows that mostly 99 (99%)
respondents are single, while the rest 1 (1%) respondents have been
married. Table also shows that from 100 respondents, majority of
respondents aged within 18-22 among 80%, followed by 19% aged
within 22-26, and the last 1% respondents aged above 26. Based on
the table, majority respondents among 35 person or 35% are
foreigner, followed by Malay 53 person or 53%, Chinese among 9
person or 9% and the India 3 person or 3%. It is show that from 100
respondents, most of them studying in COB 70%, followed CAS 13% and
COLGIS 17%.
Table 1. Demographic BackgroundVariablesFrequency
(N=100)Percentage (%)
Gender Male Female 465446%54%
Marital Status Single Married99199%1%
Age 18 22 22 26 >268019180%19%1%
Ethnicity Malay Chinese India Foreigner53933553%9%3%35%
College COB CAS COLGIS70131770%13%17%
4.2 Reliability AnalysisReliability analysis was used to check
the consistency and stability of the instrument. Based on Table 2,
the result indicates that the alpha value for IV variable ranged is
0.732 and alpha value for DV variable ranged is 0.771.
Table 2. Reliability AnalysisVariablesNumber of ItemsAlpha
Value
IV70.732
DV40.771
4.3 Hypothesis TestingThe testing of hypothesis will be tested
on the following:
4.3.1 H1:The Impact of Time Management towards Academic
AchievementSimple Linear Regression has been performed to determine
the best set of predictor variable in predicting DV. The R-squared
of 0.356 implies that the one predictor variable explain about
35.6% of the variance/variation in the Academic Achievement. This
is not quite a good and respectable result. The ANOVA table
revealed that the F-statistics (54.211) is large and the
corresponding p-value is highly significant (0.0001) or lower than
the alpha value of 0.05.
Based on Coefficient table, one variable which is Time
Management (IV) (p=0.000< alpha) was found to be of significance
in explaining DV. The beta coefficient is 0.597. This means that
this variable makes the strongest unique contribution to explaining
the dependent variable (AA), when the variance explained by
predictor variable in the model is controlled for. It suggests that
one standard deviation increase in IV is followed by 0.597 standard
deviation increase in AA.
Table 3Model Summary
ModelRR SquareAdjusted R SquareStd. Error of the Estimate
1.597a.356.350.721
a. Predictors: (Constant), IV
ANOVAa
ModelSum of SquaresdfMean SquareFSig.
1Regression28.203128.20354.211.000b
Residual50.98498.520
Total79.18899
a. Dependent Variable: DV
b. Predictors: (Constant), IV
Coefficientsa
ModelUnstandardized CoefficientsStandardized
CoefficientstSig.
BStd. ErrorBeta
1(Constant)1.287.2475.215.000
IV.581.079.5977.363.000
a. Dependent Variable: DV
4.3.2 H2:The Difference of Academic Achievement between
GendersIndependent Sample t-Test was performed to investigate the
mean difference of Academic Achievement between genders. Based on
Table 4, the result shows no significant difference of Academic
Achievement between genders (p=0.169> ). The result indicates
that no significant different of Academic Achievement between male
and female students.
Table 4Group Statistics
GenderNMeanStd. DeviationStd. Error Mean
ACADEMICACHIEVEMENTMale462,89,966,142
Female543,14,821,112
Independent Samples Test
Levene's Test for Equality of Variancest-test for Equality of
Means
FSig.tdfSig. (2-tailed)Mean DifferenceStd. Error Difference95%
Confidence Interval of the Difference
LowerUpper
ACADEMIC ACHIEVEMENTEqual variances
assumed1,113,294-1,38698,169-,248,179-,602,107
Equal variances not
assumed-1,36888,863,175-,248,181-,607,112
4.3.3 H3:The Difference of Academic Achievement among EthnicityA
one-way ANOVA between-groups analysis of variance was performed to
investigate the mean difference of Academic Achievement among
Ethnicity. Based on Table 5, the result shows no significant
difference of Academic Achievement among Ethnicity and DV (p=0.715
> ). The result indicates that there is no significant different
of Academic Achievement among ethnicity of students.
Table 5ANOVA
ACADEMIC ACHIEVEMENT
Sum of SquaresdfMean SquareFSig.
Between Groups1,1083,369,454,715
Within Groups78,08096,813
Total79,18899
CHAPTER 5CONCLUSION AND RECOMMENDATIONS
5.1 ConclusionWe are taking this research to see how significant
the influence of time management towards academic achievement among
students in UUM. After we input the data from the questionnaire
that we gave to the respondents finally we got the output of the
research. The result asserts that there is a significant influence
between time management and academic achievement among student in
UUM. Then, we examines that did the academic achievement give
significant influence between genders. We got that there is no
significant influence towards both of variables. Whereas the impact
of academic achievement to ethnicity, there is no significant
impact towards that variables after we examined it. In conclusion,
the findings of this study indicate that the time management have
significant impact toward academic achievement among student in
UUM.
5.2 RecommendationsAfter completed our study, we come out with
few recommendations. Each students have to manage their time not
only to get the highest GPA but also to manage their own life to
preface and considerate the priority one. Especially for student in
UUM, they should have to equalize the time between lectures
activities with the activities outside lectures time such as
joining the club and organization. If the students cannot manage
their time wisely, then one of both activities would give them the
bad impact, like get the bad GPA because of concerning organization
more than studying. As we know, time management is important to
everyone. Controlling how much time you spend on various
activities, and choosing which activities take priority, is at the
heart of effective time management. Studying time management theory
helps you plan, organize and schedule your tasks in the correct way
so that they align with what really matters in your life.So, manage
your time efficiently.
REFERENCES
Denlinger, J. C. The Effect of Time Management on College
Students Academic Performance. Retrieved 30 March 2014, from
http://firstyearcomposition.weebly.com/uploads/8/7/2/6/8726689/denlinger_eng_104_time_management_study.pdf
Hassanzabeh, R., & Ebadi, A. G. (2007). Measure the Share of
the Effective Factors and Time Management. World Applied Sciences
Journal 2, 3. Retrieved 30 March 2014, from
http://idosi.org/wasj/wasj2(3)/4
Ogundokun, M.O. & Adeyemo, D.A. (2010, December). Emotional
intelligence and academic achievement: The moderating influence of
age, intrinsic and extrinsic motivation. (Vol. 10, no. 2).
Retrieved 26 May 2014, from
http://www.ncsu.edu/aern/TAS10.2/TAS10.2Ogundokun.pdf
Poser, B. (2003). Time management for students. Retrieved 30
March 2014, from http://www.yorku.ca/cdc/lsp
Sekaran, U. & Bougie, R. (2013). Research methods for
business (6th ed.). West Sussex: John Wiley & Sons Ltd. Tao
& Mani. (2013). Time management theory: 3 concepts to transform
your efficiency. Retrieved 3 June 2014, from
http://timemanagementtao.com/time-management-theory.html
APPENDICES
APPENDIX I:Questionnaire
SURVEY QUESTIONNAIRE ON THE IMPACT OF TIME MANAGEMENT TOWARDS
ACADEMIC ACHIEVEMENT OF STUDENTS IN UUM
Dear Respondent,
We are five students of Research Methodology Class Group J are
under taking a research project about The Impact of Time Management
towards Academic Achievement of Student in UUM. This research is
conducted by:1. Anisa Nataya (228843)2. Herayati Aries(228844)3.
Rifdathul Melyani(228845)4. Randy Karnefa(228855)5. Teguh
Hardi(228863)We are glad to inform you that you have been chosen to
participate in this study. Your responses and views are highly
important in achieving the objectives of this study. The
information provided will be treated as private and confidential
and will be used only for the purpose of this study.
Thank you for your valuable time, attention and cooperation.
Yours faithfully,Researchers
PART A DEMOGRAPHIC DATA: respondents profile. Please provide
answer to the following by crossing (X) one box only.
1. Gender 4. EthnicityMale
Female
Malay
Chinese
India
Foreigner
2. Age18-22
22-26
>26
5. CollegeCOB
CAS
COLGIS
3. Marital Status Single
Married
PART B for this part, you are required to use the following
scale to respond to the statements: STRONGLY DISAGREE STRONGLY
AGREESCALE: 1 2 3 4 5
Section B1: these questions related to TIME MANAGEMENT. For this
section you are required to take your own choice.
No.Question 12345
1.I always on-time coming to the class
2.I never late to come into the class
3.I always access learning zone
4.I seldom accessing social network
5.I always often attend the non-academic activities
6.I frequently attend the academic course
7.I often doing revision in library
Section B2: these statements related to ACADEMIC ACHIEVEMENT.
For this section you are required to take your own choice.
No.Question12345
1.I always get certificate by dean
2.I always get above 3.00 GPA every semester
3.I never fail in subjects that I took
4.I always get good grades every semester
Thank you for your participation.
APPENDIX II:SPSS Result
Reliability Statistics
Cronbach's AlphaN of Items
.7327
a) The value is positive due to a positive average covariance
among items. This not violates reliability model assumptions. You
may want to check item coding.
Reliability Statistics
Cronbach's AlphaN of Items
.7714
b) The value is positive due to a positive average covariance
among items. This not violates reliability model assumptions. You
may want to check item coding.1