Abstract
College students can engage in a variety of activities that benefit their lives and studies. While time management and allocation may appear to be extremely important to post-secondary students, it is also associated with a wide range of difficult skills that require students to manage time in order to complete tasks. This research presented an experiment to compare an effectiveness of assignment logs based on students’ learning achievement. The participants included 68 undergraduate students who were a part of an electronic engineering program at a large technical university in Bangkok. The results using Analysis of Variance and Tukey post hoc test presented that student who learned with assignment logs had higher learning achievement (p < 0.001) and time management (p < 0.05) than those who learned without assignment logs. In assignment logs, assignment scores were a statistically significant effect on learning achievement (p < 0.01) and assignment logs improved students’ assignment scores and learning achievement (p < 0.01).
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