The Effectiveness of Time Management Strategies for Improving Academic Performance Among College Freshmen

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The Effectiveness of Time Management Strategies for Improving Academic Performance Among College Freshmen

Iris Hill

University of West Alabama

Author Note

Iris R. Hill, Education Department, Class 504- Techniques of Educational Research, Dr. Reenay Rogers, the University of West Alabama.

This research was not supported by any institutional grants or additional financial support. The author would like to extend a special thanks to Dr. Reenay Rogers, for support and guidance during the preparation for the manuscript.

The research reported does not reflect the views of the Mississippi State University, or the University of West Alabama.

Iris R. Hill, 300 Carver Drive, Livingston, AL 12345. hilli@uwa.edu

Abstract

As college freshman search for ways to "fit-in" during their first few months of college life, it is important that they are introduced to time management techniques and strategies to improve their chances for academic success. The effectiveness of time management strategies among college freshmen at Mississippi State University, will be examined during the implementation of a freshman orientation class. A group of students that participate in a freshman orientation class will be introduced to time management strategies, to observe if academic improvement occurred. Another group of students will participate in another freshman orientation class without the time management component, to observe if academic improvement occurs or if grade point averages remain the same. Together, these findings will suggest that time management strategies do help to improve academic performance among college freshman.

Keywords:academic performance, stress variables, grade point average, peers, aptitude, time management

The Effectiveness of Time Management Strategies for Improving Academic Performance Among College Freshman

Numerous occasions college students have not had to regulate their time systematically before attending college because they are smart and weren't really challenged in high school. This situation often differs in college because everyone who goes to college did academically well in high school, but the full selection are allocated. Students who received A's and B's, or above average grades in high school, are now receiving C's and D's, or average to below average grades in college. Those students receiving lower grades are likely no less competent than those receiving higher grades, but often their study habits, including time management, are less productive. A correct rule to manage time does not exist; however, it is critical for a person to become familiar with his or her self, so that they can make substantial decisions about how to use his or her time. We all are given 168 hours in a week to use, however, some individuals make better use of this time than others. Previous research suggested that many academically achieved students do not investigate their academic success. They tend to be successful and are satisfied with the study skills and time management techniques they have cultivated to guarantee that they accomplish their objectives (Balduf, 2009).

Problem to be Investigated

This study examines the problem of whether or not the effective use of time management strategies will improve academic performance among college freshmen. This is a problem because far too many first-time college freshman find themselves not prepared for the rigors of college life and academics. When college students learn how to effectively incorporate time management strategies into their daily, weekly, and monthly schedules and itineraries, it can help to reduce stress and fatigue, achieve goals and objectives, and improve academic achievement.

Purpose of the Study

The purpose of the study is to discover if effective time management strategies and techniques can improve academic performance among college freshmen. The time management strategies that will be used in...
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