The Relation between Time Management Skills and Academic Achievement of Potential Teachers

Cemaloğlu, N ve Filiz, S. “The Relation Between Time Management Skillsand Academic Achievement of Potential Teachers” Educational Research Quarterly,

33 (4) 3-23 (2010)

The Relation Between Time Management Skills and AcademicalAchievement of Potential Teachers

Necati Cemaloğlu Sevil FilizGazi University

Abstract

The aim of this study is to determine the relationship betweenthe time management skill and academical achievements of thestudents who are the potential teacher and studying at thefaculties of education. The research was conducted in 2007-2008academic term among 849 graduate students studying at Faculty ofEducation of Gazi University. ‘Time Management Questionnaire’ wasused in the research. The results of the research were analysedby using arithmetical mean, standard deviation, simplecorrelation and regression analysis techniques. As a result ofthe research it was determined that the students are making timeplanning utmost and the time traps are at the lowest level; thesuccess of the student is over the general success; there is ameaningful and positive relation between time planning and timetraps and the academical achievement of the students; there is alow and positive relation between time keepings and academicalachievement of the students; there is a meaningful and averagerelation between the time management of the students and theacademical achievement of the students; the relative importanceorder of the predictor variations on academical achievementaccording to the standardized regression coefficient is arrangedas time traps, time planning and time attitude; each of threevariation has an important predictor effect on the academicalachievement of the students.

Key words: Time management, academic achievement, potentialteacher,

1

Introduction

The researches carried out related to the academical

achievement of the university students show that the

academical achievements of the students are affected by many

factors. In particular, it is asserted that the variations

such as the studying skills, motivation, the features of

the universtiy lecturers, the ways in which the students

prepare themselves for the exams, exam anxiety, the teaching

methods and techniques of the university lecturers,

classroom ambient, the attitudes of the students towards the

faculty, discipline and branch have an effcient role on the

academical achievement of the students (Demirtaş & Özer,

2007; Bay, et. al., 2005; Erdul, 2005; Latif et. al., 2005; Sırmacı,

2003; Misra & Mckean, 2000; Alay, 2000; Campbell & Svinson,

1992; Mpofu, et. al., 1996; Britton & Tesser, 1991; Macan et. al.,

1990; Erdem, et. al., 1998 ).

According to the researches carried out in the domain it was

found that there is a relation between the time management

skills of the students and the academical achievement of the

students and the students who can manage the time best have

highest academical achievement (Bost, 1984; Britton &

Tesser 1991; Macan et. al., 1990; Bee & Ronaghy, 1990; Smith,

1998; Baltas, 1994; Mpofu, et al:, 1996; Misra & Mckean, 2000;

Bay, Tuğluk & Gençdoğan, 2005; Demirtas & Özer, 2007). It is

asserted that there are some limitations of these researches

related to their methods, sampling groups, analysis

2

techniques applied and the scales used in measuring time

(Britton & Tesser, 1991).

The attendance of the students to the courses, homeworks,

projects, the marks they take from mid-term exams and final

exams are used as the criterion while the academical

achievement level of the students are being evaluated (Macan

et. al., 1990; Swick, 1987; Mpofu et. al., 1996). For example, one

term is 14 weeks at the universities in Turkey. According to

the directive of the universities related to the course

passing and discipline rules each student has the right not

to attend to 30% of the course he/she is enrolled. The

student who does not attend to the course more than 30% is

assumed as unsuccessful. The students have to attend to the

course on time, complete and submit the projects and

homeworks on time, enter the mid-term and final exams in the

time previously determined and be successful. Britton and

Glynn (1989) assert that the effective time planning of the

students, not falling into time spending traps and attitudes

towards time are very important to have success at

universities. As it is seen the students should have ability

to use the time effectivly in order to have success in

universities.

As it is seen, it is suggested that one of the variations

affecting the academical achievement of the students in

universities is the time management skills of the students.

In this research, first of all, the academical achievement

3

of the university students and the relations between this

achievement and time management skills of the students are

determined. The findings of this research are very important

to analyse the factors affecting the academical achievement

of the university students in general and the university

students who are the potential teachers in particular.

Achieveing the efficient time management in university years

is very important for successfully exercising their

profession in teaching process. This is due to the fact that

a teacher plans the activities to be done during the

education term. The teacher makes appropriate preparations

for the activities planned. The teacher prepares the

suitable materials and documents. The teacher attends the

course on time and completes the course on time. The teacher

teaches in the way planned and feels the responsibility to

teach the subjects on the schedule to the students during

the education term. The professional success of a teacher

who could not achieve the time management skill will be very

low in this process. In consequence that teacher will be a

negative model for the students and the academical

achievement of the students will decrease. The description

of the relationship between the academical achievement of

the university students and some variations will form a

database for the education of the potential teachers in an

efficient and sufficient level before being teachers and the

applications of the vocational retraining when they are

appointed as teachers. From this point of view the

determination whether the relationship between the time

4

management skills of the potential teachers and academical

achievement is the meaningful predictor of their academical

achievement or not will be the subject of this research. It

is thought that the findings of this research may directly

affect the teacher education programmes, process and

applications.

Purpose

The purpose of this research is to determine the

relationship between the time management skills and the

academical achievement of the students studying at faculties

of education of universities.

The answers to the following questions were sought in order

to achieve this purpose.

1. What is the distribution of the relationship between

the subtitles of the time management (time planning,

time attitude and time traps) and academical

achievements of the potential teachers studying at

education faculties?

2. Is there any meaningful relationship between the

subtitles of the time management (time planning, time

attitude and time traps) and academical achievements of

the potential teachers studying at education faculties?

3. Is there any meaningful predictor of the subtitles of

the time management (time planning, time attitude and

5

time traps) and academical achievements of the

potential teachers studying at education faculties?

Conceptual Framework

Time Management

The time management is defined as the efficient use of the

all resources regarding achieving the described purposes,

works and activities in a time period of which the

beginning and end are determined (Akatay, 2003). Time

management requires using a time period in the most

effective way, controlling the time and determining the

priorities (Efil, 2000).

Time management is the effort to use the time that is an

important resource in order to achieve the purposes, in an

efficient way. The purpose of the time management is not to

increase the limited time but to increase the quality of the

activities carried out in that limited time (Erdem &

others,1998). Time is a limited resource that we have as

the other resources. Everybody has 24 hours in a day and 7

days in a week. People cannot save, lend or change the time

by no means. In this case it is the best to use the time in

the most efficient way (Scoot, 1995). Everything at every

level from the most simple activitiy to the most complex

ones is planned, implemented, developed and assessed in time

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(Can, 2000). Then, the lack of time is the most important

obstacle to use the time at university for the students who

cannot use the time resource in an efficient way.

Time Planning

Time planning is one of the most important element of

efficient time management. The best planning of the time

means the determination of the purposes and priorities in

fact (Can, 2000). The time management and the time planning

approaches can be accepted as the integral feature of the

individual who wants to be efficient in every phase and

activity of life. Due to this reason, the students should

determine purposes and methods and make time planning for

short, mid and long terms. It was identified in the research

that the students are studying by planning their studies but

they cannot realize those plannings and they are worried

about what to do when they cannot realize their plannings

(Can, 2000). When the social, economical and cultural

environment of university is taken into consideration the

importance of having efficient time management skill of the

students in order to determine when and what to do is well

understood. The universtity students are to complete more

complex activities and acquire the fundamental knowledge and

skills related to the profession they will have in the

future. From this point of view it must be thought that the

need of the students to have academical achievement and take

place in the social life is in proportion to use the time in

7

the best way and have the time management skills (Garcia-

Roz et. al., 2004; Trueman & Hartley, 1996; Erdul, 2005;

Demirtaş & Özer, 2007).

Time Traps

The obstacles or interruptions to use the time in an

efficient way show the time trap reality. When the student

do not make time planning this situation causes to meet time

traps. The instability, unresponsibility, uncertainity of

the purposes, not to determine the priorities, distruction,

postponement, thinking about details are among those traps

(Efil, 2000). The time traps in every field of life are one

of the most important enemies in the time management.

Especially it is very essential for the university students

to use the time in an efficient way. However, there are many

obstacles which prevent the university students from the use

of time. The use of time in an efficient way by the students

depends on the determination of the problems or time traps

that prevent them from using the time. In the research

conducted by Örücü et al., (2007), Kocabaş and Erdem (2003),

they identified that there are many factors affecting the

university students in spending their time and watching tv,

listening to radio, sleeping problems and unnecessary

chattings are among these factors.

Time Attitudes

8

It should be answered the question ‘What is attitude?’ first

in order to understand the time attitude concept. Thurstone

(1959) defines the attitude as the positive or negative

intensity order and degree towards a psychological object.

Wagner defines the attitude by including three elements such

as to act against an object, asses one individual and the

composition of the sensory, cognitive and behavioral element

suitable to the knowledge of the individual (Akt. Gable,

1986). Ülgen ( 1994) defines the attitude as a phenomenon

that is acquired by learning, leads the behaviors of the

individual and causes the non-objectivitism in the decision

process. The common features of these definitions are that

the attitude is acquired by learning and it is an

assessment, behavior and tendency towards an object and it

includes the sensory, cognitive and psychomotor behaviours.

If we assume the time as an object we can define the time

attitude in this research as it is the tendency of the

conscious and conception in the use of time.

The time attitudes of the students are the behaviours

related to pay attention to the time planning and spare more

time for the activities planned. These behaviors are

acquired in the family first and then taught by the teachers

and friends at primary and secondary schools in the future

years. According to Balcı (1990) the efficient use of time

both decreases the anxiety and increases the success. The

efficient use of time is possible by developing positive

attitude against the time management. Especially the

9

university period is very important in developing the

attitudes related to conscious to use the time in an

effcient way. One of the missions of universities is to have

the students acquired this conscious. However, the research

results show that the students cannot use the time

efficiently but they only spend time (Latif et. al., 2005). In

the research carried out by Macan (1990) it was stated that

the students developing positive attitude to the time

management can use their performance best and because of

this reason they face with low role confusion. Misra and

McKean (2000) determined the relationship between academical

stress, anxiety, time management and free activities and as

a result of the regression analyses they determined that

some part of the academical stress is related to the time

management perception and attitudes.

Academical Achievement

Turkish education system is focused on academical

achievement and the attendace of the student to the

university is the most important purpose. The evaluation of

the academical achievement begins in the first years of the

primary school and continues in the secondary school. Most

of the students go to the courses and take private course

supports in addition to the schools in order to increase the

academical achievement. In the primary and secondary school

in the Turkish education system the exams are held related

to the courses in each education term. The points of these

10

exams determine the academical success of the students and

these evaluations are documented with reports given to the

students at the end of the term. There are universities

giving education in term system or year system in higher

education. In these universities mid-term and final exams

are made for each course and the points of these exams

determine the academical achievement of the students. So,

the attendance to the courses and the all activities

included in the courses are the base to increase the

academical achievement. It is suggested that the academical

achievement is related to many factors affecting the

students. It is foreseen that academical achievement is

related to the intelligence, capability, essential

character, personality, family features, the features of the

schools, studying habits, self-respect, anxiety about exams

and time management (Eski, 1980; Özgüven, 1974; Can, 1992;

Güngör, 1989; Öner, 1990; Demir, 1990; Wim &.Henk, 1995;

Macan, 1996; Alay, 2000). The predictors of the academical

achievement were tested in most of these studies and it was

found that the academical achievement is predicted by exam

anxiety, social support, family support and gender.

Method

Research Method

This research is in relational scanning model. The

relational scanning model is the research model aiming to

determine the degree or the existence of changing at the

11

same time between two or more variations (Karasar, 1999:

81).

Field

The field of the research is Gazi University, Faculty of

Education. There are total of 9574 students studying in 31

disciplines during the 2006-2007 academic year in Faculty of

Education at Gazi University. 3387 of these students are

male students and 6187 of these students are female

students. 7028 students are studying during the day and 2546

students are studying at nights.

Sampling

The research group applied the research survey to a small

pilot group including 65 people in order to determine the

sampling size. Shapiro-Wilk Test was applied in order to

determine whether the values gained from 65 people show a

normal distribution or not. It was determined that the

result of the test is not meaningful [W(52) = ,989 p>.05]. In

other words it was determined that the data collected show a

normal distribution. According to this result it is assumend

that the sampling size can be computed with the distribution

gained from the selected pilot group. As a result of the

countings done within group including 65 individulas the

standard deviation value of the pilot group was determined

as S= 14,59. This value was rounded and completed to 15. The

12

research group determined 1,96 (z) value as the compensation

of 95% reliability level in the choice of sampling. In the

estimate to be done in the field (e) value was taken as 1

since only %1 deviation from the actual situation of the

field may be accepted. The known values were formulated as

followings.

n= 2 n= 2 n= 865

865 students, who were selected for sampling, were

reselected according to the rate of the number of the

students studying in the disciplines in the Faculty of

Education at University of Gazi to the field. The research

survey was applied to 865 students. 594 questionnaries

returned. The return rate of the questionnaries is 69%. This

rate is an acceptable value for the research depending on

the questionnaries.

Data Collection Tools

The ‘Time Management Questionnaire” that was developed by

Britton and Tesser (1991) was used in the research as the

data collection tool. This tool was translated into Turkish

by Alay and Koçak (2002). Alay and Koçak (2002) applied Time

Management Questionnaire to 361 students who study at Middle

East Technical University and take elective subjects. The

data were subjected to ‘Fundamental Components Factor

Analysis’ in order to determine the subtitles of the Time

13

Management Questionnaire and it was determined that the

questionnaire has 3 subtitles. ‘Time Planning’ (item 16) is

the 1st subtitle, ‘Time Attitudes’ (item 17) is the 2nd

subtitle and ‘Time traps’ (item 4) is the 3rd subtitle. The

Likert type Time Management Scale 5 was used in the

research. 1 means ‘Never’, 2 means ‘Rarely’, 3 means

‘Sometimes’, 4 means ‘Often’ and 5 means ‘Always’.

Alay (2000) calculated the Time Management Questionnaire

factor structure and load values. The items of which factor

load value is 35 and more were included in the

questionnaire. Any item was not excluded from the

questionnaire. It was found that the questionnaire items

were collected under 3 subtitles included in the original of

the questionnaire. Then, the cronbach alpha coefficient of

the questionnaire was calculated and the values related to

each subtitle are as followings: Time planning (16) α = ,88

Time attitude (7) α = ,66 Time traps (4) α = ,47 and it was

found that the cronbach alpha value of total items is α

= ,87.

The research group revised the Turkish version of the Time

Management Questionnaire and re-translated into English.

English and Turkish versions were examined by three

discipline specialist and the linguistic mistakes were

corrected. The questionnaire was applied to a group

including 65 people. As a result of this pilot application

it was found that the factor load values are arranged

14

between 21 and 68, the items are collected under three

subtitles and the total variation explanation rate is

45,816. The cronbach alpha values are shown in Table 1.

Table 1. The Cronbach Alpha Coefficient of the Time

Management Questionnaire

Subtitles Item numberCronbach Alpha

N= 65Time planning 16 ,89Time attitude 7 ,67Time traps 4 ,56Total 27 ,87

The dependent variable of the research is the academical

achievement of the students. ‘The Course Passing and Exams

Directive’, that was applied by Gazi University, was taken

as the base while the academical achievement of the students

were being evaluated. In this system the points are

calculated through 100 points and the academical average of

each term are turned into quadrant system. The academical

achievements of the students were calculated by taking the

academical success of each term during 10 terms. The

academical achievement points of the students related to

each term were summed according to the declaration of the

students.

15

Data Analysis

The data that was collected with questionnaire was

transfered into SPSS 11. (Statistical Packet for Social

Sciences) program. The techniques such as frequency (f),

percentage (%), arithmetical average ( ), range, standard

deviation (S), pearson moments multiply correlation

coefficient (r) and multi-regression analysis (R) were used

in the data analysis.

Findings

The descriptive findings of the research were shown in Table

1.

Table 1. The distribution related to the time management and

academical achievement of the students

Variables n Rang

e

Minimu

m

Maximum M SD

Time planning 513 59 21 80 50,61 10,8

7

Time attitudes 575 22 12 34 22,84 3,73

Time traps 581 16 4 20 13,79 3,03

Total time

management skill

498 73 49 122 87,36 13,6

0

Academical

achievement

484 2,35 1,65 4 2,89 ,44

16

When Table 1 is analysed it is seen that the students

experience the time planning in the highest level (M=50,61)

and time traps in the lowest level (M=13,79). The most

homogeneous evaluation is in the subtitle of the time traps

(SD=3,03) and the most heterogeneous evaluation is in the

subtitle of the time planning (SD=10,87). The highest range

value in the distribution is the time planning and the

lowest range value in the distribution is the time traps.

The academical achievement of the students related to the

terms is (M=2,89) level in 4.00 point system. It can be

suggested that the proficiency level of the students related

to the time planning is low and the information level of the

students related to the time traps is high and normally over

the student success average.

The correlation distribution of the subtitles of the time

management skills of the students and the student

achievement is shown in Table 2.

Table 2. The distribution of the relationship between the

time management skills and the academical achievement of the

students

1 2 3 4 51. Time planning - ,351** ,182** ,930** ,182**

2. Time attitude - ,279** ,610** ,083

3. Time traps - ,425** ,306**

17

4. Total time management

skill- ,221**

5. Academical

achievement-

**Correlation is significant at the 0.01 level (2-tailed).

When the distribution of the relationship between the time

management skills and academical achievement of the students

is analysed in Table 2 it is seen that there is a [r= ,182

p<.01] relation between time planning and academical

achievement and there is a meaningful [r= ,306 p<.01]

relation between time traps and academical achievement.

According to this result it can be said that the more the

students are aware of the time planning and time traps the

more the academical achievement of the students increases.

When the determination coefficient (r2 =,033 r2= ,09) is

taken into account it can be suggested that 3% and 9% of the

total variation of the student success may be caused because

of the time planning and time traps. There is a positive and

null relationship between the time attitudes and academical

achievement ofthe students [r= ,083 p>.01]. There is a

positive and meaningful relationship between the time

management sklls and academical aachievement of the students

[r= ,221 p<.01]. When the determination coefficient (r2

=,04) is taken into account it can be suggested that %4 of

the total variation of the student achievement is caused

from the time management skills. In another words, it can be

expressed that the time planning and time traps are very

18

effective on the academical achievement of the students and

the time attitude does not affect the academical achievement

of the students at the same level as the time planning and

time traps do. The academical achievement of the students,

who usually plan the time effective and not fall into time

traps, increase.

Table 3. The Results of the Multi-Regression Analysis

related to the Prediction of the Academical Achievement of

the Students

Variable B Stand

ard

Error

B

β t p Dual

r

Part

ial

r

Steady 2,20

0

,15 - 14,2

0

,00 - -

1. Time

planning

-

3,68

6

,00 -,87 -

4,79

,00 ,18 -,23

2. Time

attitudes

-

5,49

4

,01 -,46 -

5,30

,00 ,03 -,25

3. Time traps 4,37

6

,00 1,32 6,07 ,00 ,22 ,290

R=,339 R2=,115

F=(3-401)= 17,341 p<.05

19

The regression analysis results related to the prediction of

the academical achievement of the students according to the

time planning, time attitudes and time traps varibles are

shown in Table 3. When the dual and partial correlation

between the predictor variables and the predicted variation

is analyzed, it is seen that the correlation between the

time planning and the academical achievement of the students

is (r=,18) however when the other variables are controlled

it is seen that the correlation between two variables is

computed at negative and low level ( r=-,23). It is seen

that there is a positive and low relationship between the

time attitudes and the academical achievement of the

students (r=,03) however when the other variables are

controlled it is seen that the correlation between two

variables is computed at negative and low level (r=-,25). It

is seen that there is a positive and low relationship

between the time traps and the academical achievement of the

students (r=,22) however when the other variables are

controlled it seen that there is a positive and low

relationship (r= ,29). There is an average and meaningful

relationship between the time planning, time attitudes and

time traps and the academical achievement points of the

students (R= 0,339, R2=,115 p<.01). The three variables

mentioned and the total of the academical achievement

explain approximately 12% of the variation. According to the

standardized regression coefficient (β ), the relative

importance order of the predictor variables on the

academical achievement is the time traps, time planning and

20

time attitudes. When t test results are analsed related to

the meaning of the regression coefficient it is seen that

ecah three variables are very effective predictor on the

academical achievement of the students. According to the

regression anaysis results the regression equation related

to the prediction of the academical achievement is as

followings: Academical achievement = 2,200 + 4,376 time

traps - -5,494 time attitudes + -3,686 time planning

Graphic. 1. The Regression Graphics Related to theAcademical

Achievement and Time Planning, Time Attitude and Time Traps

21

When Graphic 1 is analysed it can be said that the spread

diagram, that was formed for the standardized remain values

and the standardized prediction values, describes a linear

relationship and the points tend to be collected around an

axis. It can be also said that the histogram and normal

distribution curves, that were formed for the standardized

predicted values, show an approximately normal distribution.

It can be suggested that there is a positive and linear

relationship between the time planning, time attitudes and

time traps and the academical achievement.

Conclusion and Discussion

As a result of this research it was determined that the

students mostly experience the time planning and their time

traps experience level is very low, the most homogeneous

evaluation is made in the time traps and the most

heterogeneous evaluation is made in the time planning; the

academical achievement of the students is over the average

achievement; there is a positive and meaningful relationship

22

between the time planning and time traps and the academical

achievement of the students; there is a positive and low

relationship between the time attitudes and the academical

achievement of the students; there is an average level and

meaningful relationship between the time management skills

of the students (time planning, time attitudes and time

traps) and the academical achievement of the students;

according to the standardized regression coefficient the

relative importance order of the predictor variables on the

academical achievement of the students is respectively the

time traps, time planning and time attitudes; each of three

variables is a very important predictor on the academical

achievement of the students.

In this research, it was found that the students mostly

experience the time planning and their experience in time

traps is very low. The results of the studies of Ros Garcia et

al., (2004), Latif et al., (2005), Demirtaş et al., (2007), Britton

and Tesser, (1991), Truman and Hardley (1996), Mpofu et al.,

(1996), Sırmacı (2003), Könihg and Keleinman (2007), Alay

(2000) also support the result of this research. This is

because the students are acquired the effective time

planning, especially the time planning in short, mid and

long term behaviour since the primary school years. When the

succes of these students in the exams, compared to their

peers, is taken into consideration it may be stated that

they are sufficient in the time planning. However, some of

the activators of the university environment show that the

23

students cannot manage the time effectively although they

plan the time effectively and they can easily fall into the

time traps.

In the research, it was understood that the students make

the most homogeneous evaluation in the time traps and the

students make the most heterogeneous evaluation in the time

planning. The results of the studies of Ros Garcia et al.,

(2004), Latif et al., (2005), Demirtaş et al., (2007), Britton

and Tesser, (1991), Truman and Hardley (1996), Sırmacı

(2003), Könihg and Keleinman (2007), Alay (2000) support the

results of this research. The reasons of this

differentiation of this result may be that the students grow

in different environments, their families and cultures are

different and their common component in the university,

means the time traps, is the same and this may cause a

homogeneous evaluation.

In the research it was determined that the academical

achievement of the students is over the general average.

This is in compliance with the expectations. The results of

the studies of Ros Garcia et al., (2004), Latif et al., (2005),

Demirtaş et al., (2007), Britton and Tesser, (1991), Truman and

Hardley (1996), Sırmacı (2003), Könihg and Keleinman (2007),

Alay (2000) support the results of this research.

In the research, it was determined that there is a positive

and meaningful relationship between the time planning and

24

time traps and the academical achievement of the students

and there is a positive and low relationship between the

time attitudes and the academical achievement of the

students. The results of the studies of Ros Garcia et al.,

(2004), Latif et al., (2005), Demirtaş et al., (2007), Britton

and Tesser, (1991), Truman and Hardley (1996), Sırmacı

(2003), Könihg and Keleinman (2007), Alay (2000) support the

results of this research. These results are in compliance

with the expectations. Because it is expected that the

student who effectively plan the time should not fall into

the time traps. At the same time, it is expected that the

academical achievements of the students who do not have a

positive time attitude should be low. In research done by

Macan (1990) it was stated that the university students who

have a positive attitude towards the time planning can use

their performance best and because of this reason these

students experience low role confusion.

In the research, it was determined that the time traps, time

planning and time attitudes are the important predictors on

the academical achievement of the students. The results of

the studies of Ros Garcia et al., (2004), Latif et al., (2005),

Demirtaş et al., (2007), Britton and Tesser, (1991), Truman and

Hardley (1996), Sırmacı (2003), Könihg and Keleinman (2007),

Alay (2000) support the results of this research. McKean

(2000) determined the relationship between the academical

stress, anxiety, time management and the free activities and

as a result of the regression analysis done it was

25

determined that some part of the academical stress is

related to the time management perception and time

attitudes.

The results of this research show that the time management

skill is very effective on the academical achievement of the

students such as other variables and the academical and

professional achievement of the students may be higher when

the special features of the students (intelligence,

eductaion of the family, social and economical levels,

social environment) are supported with the effective time

management.

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