Effective Time Management Skills Research Articles

Enhancing Academic Success: A mixed Study on the Influencing Factors among Pharmacy Students in Syrian Universities

Background Academic achievement is the result of both effort and perseverance exerted by the students. This mixed-methods study aims to investigate the factors affecting the academic achievement of pharmacy students in Syrian universities. Methods A convergent parallel mixed-methods study was utilized. In the quantitative phase, a cross-sectional study was conducted on 1008 students (773 females and 235 males) from 23 Syrian universities. A questionnaire consisting of 48 items was designed to be completed by pharmacy students using a 5-point Likert scale. In the qualitative phase, twelve questions were developed to interview thirty pharmacy students from five Syrian universities to obtain in-depth insights into the factors influencing their academic achievement. Results A significant number of students lacked effective time management skills, identified as a weakness among students. The majority of students faced challenges in maintaining a consistent study routine, averaging a score of (2.0). Motivation towards learning emerged as a crucial factor in enhancing academic performance. Lecturers in the pharmacy faculty employed traditional teaching methods (2.01), and the pharmacy curriculum was perceived as lacking modernity (1.92). Quantitative findings demonstrated that pharmacy students experienced exam-related anxiety (2.05), identified as a weakness in the qualitative phase. Factors associated with the Syrian crisis, like unreliable electricity (1.87) and transportation issues (1.83), could have an impact on academic achievement. Economic conditions were identified as challenging to students’ academic performance, negatively affecting the learning process (1.98). Conclusion The results of the study demonstrate that personal factors, lecturers, educational environment, exams, and the Syrian crisis influence the academic achievement of pharmacy students in Syrian universities.

DIDACTIC POTENTIAL OF YOUTUBE CHANNELS FOR ENHANCED ENGLISH LANGUAGE LEARNING IN NON-LINGUISTIC PROGRAMS

The article is devoted to the didactic potential of English-language YouTube vlogs for learning English as a foreign language by students of non-philology programs. Modern teachers of foreign languages, working in non-philological specializations, face the challenge of diversifying didactic materials. The emergence of Web 2.0, technological advancements, and the information age present a plethora of opportunities to facilitate engaging, efficient, and high-quality English language learning for both educators and students. The purpose of the article is to provide an in-depth analysis of English-language YouTube vlogs encompassing a diverse range of topics, intended for learners of various demographics, including age, gender, socioeconomic background, and English proficiency level. The study explores the potential of integrating these YouTube channels into classroom and independent learning activities for students enrolled in non-philological programs. Methodology. The research employed a multi-pronged approach. An analysis of existing literature on the research topic provided insights into the current state of mobile learning research, both domestically and internationally. A descriptive method enabled the researchers to synthesize the experiences gained during the exploratory phase. Finally, the synthesis of the gathered data facilitated the formulation and execution of the research concept. The study investigates the didactic potential of eleven YouTube channels for fostering English language learning (as a second foreign language) among students in non-philological programs. A selection of English-language vlogs has been analysed, encompassing categories such as everyday life (The Cottage Fairy), education (Lindie Botes, Ruri Ohama, RealLife English), culinary arts (Delish), popular science, (Geography Now, Smarter Every Day, Vsauce, Thomas Frank, Matt D’Avella), and culture and arts (Chris Stuckmann). These vlogs cater to a broad audience, varying in terms of age, English proficiency level, thematic focus, subscriber count, viewership statistics, and uploaded video content. The analysis revealed that the proposed materials can be seamlessly integrated into the learning process for first-year students categorized as elementary, pre-intermediate, and intermediate learners. A unifying characteristic across the examined YouTube channels is the “edutainment” concept. This approach emphasizes the achievement of educational objectives by combining a gamified learning experience with the instructional content itself. The sheer variety of English language learning vlogs empowers learners to select topics that align with their personal interests, preferred language complexity, and desired level of visual engagement. Additionally, the content offers valuable knowledge for overall development. For educators, the primary advantage of YouTube channels lies in their ability to illustrate key lesson topics with engaging video content delivered by native speakers or individuals who, like the students themselves, have learned English and can offer practical advice. Visual content ranks among the most effective pedagogical tools. Strategically chosen YouTube vlogs can significantly enhance students’ vocabulary development, facilitate the acquisition of idioms and colloquial speech patterns, improve pronunciation, strengthen linguistic competencies, and refine listening and speaking skills. Furthermore, the broad thematic range of the content contributes to an expanded worldview. Students gain exposure to diverse cultural aspects of other countries, acquire new knowledge about the world, develop effective time management skills, and glean a wealth of valuable and engaging information. Conclusion. The integration of English-language YouTube vlogs into the curriculum of non-philological programs presents a promising avenue for enriching the foreign language learning experience. The “edutainment” approach fosters a stimulating and interactive learning environment, catering to diverse learning styles and facilitating the acquisition of essential language skills and knowledge. Further research is necessary to explore the long-term efficacy of this approach and its impact on student learning outcomes.

Factors Contributing to Time-Wasting Activities among Palestinian Nurses: A Cross-Sectional Study

Background. Nurses face significant challenges as they attempt to manage an increasing number of complex responsibilities within limited time frames. This article explores the factors contributing to time-wasting behaviors among nurses in Palestine and emphasizes the significance of effective time-management skills in nursing practice. Methods. Surveys were collected from a total of 714 nurses working in multiple healthcare facilities located in the north of the West Bank, Palestine. An 11-item time-wasting scale was developed and validated. Factors influencing time-wasting behaviors among nurses were then investigated using multiple linear regression in SPSS version 25. Results. Attending time management courses significantly reduced time-wasting behaviors. Additionally, factors such as age, gender, and educational level did not appear to correlate with time-wasting behaviors. However, workplace, type of organization, and attendance of time management courses did impact nurses’ time management skills. Conclusion. This article underscores the importance of time management skills in nursing practice. Inefficient time management can have detrimental effects on patient care and nursing outcomes. To mitigate these challenges, healthcare institutions and nursing education programs should prioritize time management training for nurses.

TIME MANAGEMENT SKILLS OF BPED STUDENTS: AN ANALYSIS

This research study aimed to determine the factors that affect the time management skills of the BPEd students of College of Education in Nueva Ecija University of Science and Technology, Sumacab Campus. Effective time management skills of BPEd students are important because it helps them to improve their self-confidence and performance. It is, indeed, true that well-organized time management allows students to make the most of their abilities and enjoy their accomplishment at the same time. Students time management were one of the factors contributing to students learning outcomes. Time management during forced-distance learning was particularly interesting to be studied since students were practicing it independently at home without the teachers direct supervision. This is where the responsibility of the students comes in, and that is to practice to use their time wisely. Therefore, students depend solely on their discipline in managing their learning time at home. Time management among the students has been the most underrated factor, yet one of the most crucial keys leading towards success. A person, who learns to manage time, accomplishes half of the work done even before starting it. A valuable talent to depend on at every phase of life, time management skills can only be harnessed with continuous practice and dedication to implement it in life (Sthitaprajnya Panigrahi, Sultan Agung Islamic University 2021). The method used in this study was a survey questionnaire that was sent to the respondents, through online platforms like Messenger and Gmail. The questionnaire of this study was divided into four parts which are time planning, time attitude, academic behavior, and academic planning. As a result of this study, there is no significant relationship between the profile of the respondents and the time management skill. The study showed that the students who can manage their time understand the relationship between it and productivity. Most of the BPEd students created a list of their goals and tasks on what is to do and what’s to be done first, for them it is of a big help because it helps them to know what they need to prioritize.

A Qualitative Investigation of Academic Success: Insights from High School Achievers

High School examinations present a significant hurdle for students, and achieving top performance requires a multifaceted approach. The proliferation of the internet has democratized access to knowledge, empowering individuals to pursue self-directed learning opportunities. This study sought to identify the common attributes of high-achieving students with the goal of inspiring and guiding underperforming students to emulate these successful behaviours and elevate their own academic performance. Employing a qualitative research methodology, the study utilized purposeful sampling to select seven (n=7) high performing students from Daga Central School. Thematic analysis revealed eleven shared attributes that contribute to academic success: a strong reading habit, focused engagement during classroom instruction, effective time management skills, meticulous organization of study materials, consistent review of learned materials, strategic use of information and communication technologies (ICT) to enhance learning, a supportive school environment, the presence of an inspiring role model, and a close-knit support system comprised of parents and teachers. These findings highlight that academic achievement transcends individual study habits; it is also highly influenced by external factors such as conducive learning environment, positive influence from educators, mentors, peers, and families. The study also discusses the implications of these findings for students, educators and other stakeholders in the educational landscape.

A Study of Time Management among Secondary Teachers

Effective time management skills can help teachers become more productive and provide their pupils a better education. Classroom management is highly challenging since teachers have a lot of material to cover in a short amount of time. A teacher must strike a balance between the classroom's long-term objectives. Thus, effective time management is crucial for teachers. In this study finding out how secondary teachers view time management is the primary goal. This study used a survey to conduct descriptive research. Sixty secondary school teachers from Mumbai region make up the study sample.

Identification of multicultural learning experiences following an international cross campus medical student exchange programme between the UK and Malaysia: a qualitative study

ObjectivesIn an increasingly global society, there is a need to develop culturally competent doctors who can work effectively across diverse populations. International learning opportunities in undergraduate healthcare programmes show various...

Investigating Time Management habits and Its Related Factors among Medical Sciences Faculty Students

Background: Time Management is a set of principles, practices, skill, and systems that work together to assist in getting more value out of one’s time. For faculty students; it is an essential issue as is associated with improving their performance. Aim of the study: To investigate the time management habits and its related factors among medical sciences faculty students Subject and method: A cross-sectional study was carried out at a private Faculty for girls at Kingdom of Saudi Arabia, all students (190 female students) enrolled in the academic year 2018-2019 from different specialties were investigated about time management habits. Tool: A self-administered questionnaire which consisted of two sections was used; the first section included items about age, specialty and the GPA while the second section included 23 items about time management behaviors. Results: Students studying at the Clinical Laboratory department scored the highest while students studying at Emergency and Radiology department scored the least regarding time management skills with no significant difference. Regarding “time management skills “; 82.1% of students had good scores 75% and more, while 5.8% of them had poor score <60% which indicated poor time management skills. Significant relation was found between good time management skills and scholastic achievement. Conclusion: There is a strong significance between time management skills and academic performance Recommendations: Effective time management skills should be taught to under graduate students; teachers should incorporate time management concepts and applications in their classes. Trainings and seminars on time management skills are highly encouraged.

Online Learning Preparedness: A Study with special reference to Commercial Studies Division (CSD) Students of Bahrain Training Institute

This study aimed at measuring the level of preparedness among Bahrain Training Institute (BTI) students towards online learning and identifying the most contributing skill(s) to online learning preparedness. In measuring the preparedness of students, seven online learning skills such as persistence (P), effective time-management skills (ETMS), effective and appropriate communication skills (EACS), basic technical skills (BTS), reading and writing skills (RWS), motivation and independence (M&I), a good study environment (GSE) were used. The data were collected from 79 students studying in Commercial Studies Division (CSD) The findings show that a vast majority (70.9%) of the CSD students are well prepared for online learning sessions and only 12.7% of the students are not well prepared for online sessions. The correlational analysis shows a high positive correlation between the seven online learning skills and the preparedness of CSD students. The correlation coefficient ranges between 0.773 and 0.903. The regression analysis shows that 'Basic Technical Skills2 (0.107), Good Study Environment1 (0.103) & Effective Time-Management Skills2 (0.101)' have a stronger impact on the online learning preparedness of the CSD students.

The influence of time-management on medical resident's perceived stress scale and overtime: A tertiary care hospital experience from Switzerland

Background and Aim: Many physicians express challenges in managing time demands during clinical practice. Effective time-management skills may counter the negative effects of high workload and time pressures, and subsequently improve productivity as well as professional and personal wellness. The objective is to determine the impact of time-management training on medical residents' overtime hours and self-reported stress scores. Materials and Methods: The present study employed a within-subjects, single group pretest-posttest design. Convenience sampling was used to recruit 27 medical residents from a tertiary care hospital in Saint Gall, Switzerland. Each resident participated in a single, 2-h interactive time-management workshop. Each resident completed the Perceived Stress Scale-10 (PSS-10) 1-week before and 8-week after the time-management intervention. Overtime of every resident was documented during the same time intervals using a hospital-based computer system. Finally, we recorded whether residents experienced any stressful life events during this 8-week study. Results: Residents worked significantly fewer overtime hours after the time-management intervention than before the intervention (P = 0.01). There was also a significant reduction in mean PSS scores following the intervention, but only for residents who reported experiencing stressful life events during the study (P = 0.028). The intervention had no effect on mean PSS scores for residents who did not report a stressful life event (P = 0.36). Conclusion: The present study reported an effect of time-management training on overtime and perceived stress in residents. We argue that time-management can help residents cope with external stressors, and that individuals who experience stressful life events may especially benefit from time-management training.

The influence of time management skills on stress and academic performance level among nursing students

College students need to possess many skills to successfully pass each year of study. Effective time management skills are an essential characteristic for college students to have in order to maintain good academic performance. The students’ ability to manage their time properly is linked to many positive consequences, such as higher academic performance and lower stress levels. Despite the importance of time management skills for students, a limited number of studies were conducted to examine this issue among students in Saudi Arabia, especially nursing students. Therefore, the aim of this study was to explore the influence of time management skills on stress and academic performance levels of nursing students in Saudi Arabia. In this quantitative research, a cross-sectional design was used to explore the relationship between the level of time management skills and stress level of nursing students. A total of 150 students completed a survey (a response rate of 65%). The two scales included in this survey were the Student Nurse Stress Index and Time Management Questionnaire. Pearson’s correlation coefficient showed that there was a positive and significant correlation between the time management skills and academic performance of the students. That is, the increasing level of time management skills was associated with increasing academic performance (r = .240, p &lt; .003), there was a positive and significant correlation between the time management skills and year of study (r = .262, p &lt; .001), and there was a positive and significant correlation between the stress level and year of study (r = .249, p &lt; .002). Therefore, time management and stress management training programs should be provided for nursing students during the orientation period.

The Art of Time Management - A Must Know for Effective Student Pharmacists

To gain a competitive edge in successfully obtaining post-graduate programs or to land their dream jobs at desirable locations, pharmacy students must juggle multiple responsibilities with their pharmacy organizations/leadership positions, internships, research, and community outreach programs. Cultivating effective time management skills is critical to fulfill the aforementioned responsibilities while concurrently managing a rigorous pharmacy school curriculum. This editorial article presents effective time management strategies to assist students in navigating through their busy schedules.

Physician Time Management.

Time management is an essential skill set for physicians. The importance of time management is not routinely emphasized in undergraduate or graduate medical education curricula, often resulting in the development of poor time-management practices early in training. Improving time-management practices may lead to decreased stress, increased productivity, and improved well-being for physicians. This interactive workshop targeted trainees and junior faculty. It aimed to highlight common physician knowledge gaps with respect to cognitive limitations and to teach effective time-management strategies. It also aimed to educate learners about how time management may increase physician career satisfaction. The workshop included a detailed presentation with structured resources to reinforce skill development. This workshop was given four times to 54 residents in two different training paradigms. Evaluations were based on a 4-point Likert scale (1 = Strongly Disagree, 4 = Strongly Agree). Overall, participants indicated that the workshop addressed an educational need (M = 3.72) and would recommend this workshop to a colleague (M = 3.83). Follow-up survey results at 4 months indicated that most workshop participants had noticed some degree of improved productivity and well-being, that only a small minority had not incorporated new elements of time management into routine practices. This workshop offers an effective way to teach time-management strategies to physicians. Our results imply that this workshop meets an early career physician need by addressing a necessary skill set. Effective time-management skills may promote physician career sustainability.

Factors Influencing Academic Success of High Achievers and Low Achievers in Physiology

Introduction: Academic success of medical students is influenced by several factors. Aim: To determine whether academic success of high as well as low achievers in physiology in the present academic context is influenced by pre-reported factors. Materials and Methods: Focus Group Discussion (FGD) sessions were conducted to explore perceptions of high as well as low achievers in physiology, regarding seven pre-reported factors influencing academic success. These factors were: attitude towards medical school, attitude towards teachers, interest in subject, time-management, strategic studying, academic self-perceptions and test competence. First year students (n=13) who had scored distinction (>75%) in physiology, in three block-end examinations and second year students (n=7) who had distinction in all four block-end examinations when they were in first year, were categorized as high achievers. Students (n=14) who were unsuccessful in first year final summative examination, were grouped as low achievers. Results: The FGD data which was analysed using a deductive analysis framework revealed a positive link between responses for all pre-reported factors with the academic success of high achievers, except time management and strategic studying. Even though the responses from low achievers regarding medical profession, teachers, and interest in subject were positive, these could not be linked to their academic performance in first year. The low achievers in the present study believed that with continuous teacher support, their understanding of physiology could be improved, which in turn could lead to an increased interest in the subject which could motivate them to work hard and improve their academic performance. Conclusion: To conclude, academic success of both high and low achievers in the present academic context were influenced by pre-reported factors. Through this study, students were provided with an opportunity to reflect upon the learning process which is reported to be a learning supportive process. This study also gathered evidence for the fact that medical students need to be made aware of and has to be trained in effective time management skills.

Principal time management skills

Purpose – Time demands faced by school principals make principals’ work increasingly difficult. Research outside education suggests that effective time management skills may help principals meet job demands, reduce job stress, and improve their performance. The purpose of this paper is to investigate these hypotheses. Design/methodology/approach – The authors administered a time management inventory to nearly 300 principals in Miami-Dade County Public Schools, the fourth-largest school district in the USA. The authors analyzed scores on the inventory descriptively and used them to predict time-use data collected via in-person observations, a survey-based measure of job stress, and measures of perceived job effectiveness obtained from assistant principals and teachers in the school. Findings – Principals with better time management skills allocate more time in classrooms and to managing instruction in their schools but spend less time on interpersonal relationship-building. Perhaps as a result of this tradeoff, the authors find that associations between principal time management skills and subjective assessments of principal performance are mixed. The authors find strong evidence, however, that time management skills are associated with lower principal job stress. Practical implications – Findings suggest that building principals’ time management capacities may be a worthwhile strategy for increasing time on high-priority tasks and reducing stress. Originality/value – This study is the first to empirically examine time management among school principals and link time management to key principal outcomes using large-scale data.

Relationships between time-management skills, Facebook interpersonal skills and academic achievement among junior high school students

Effective time-management skills and interpersonal interactions with familiar friends for learning matters on Facebook are desired characteristics for adolescents attempting to improve their academic achievements. This study identifies the relationships between time-management skills and Facebook interpersonal skills with the academic achievement of adolescents, and further investigates the predictors of academic achievement. In total, 1052 valid questionnaires were obtained from Taiwanese junior high school students. Data were analyzed using Pearson correlation analysis and multiple regression analysis. Analytical results reveal that Facebook-based interpersonal skills are negatively correlated with academic achievement, implying that Facebook-based interpersonal skills for social rather than for academic purposes in daily life are deterrent forces for academic achievement. Additionally, this correlation between interpersonal skills and academic achievement was moderated by time-management skills. Above results demonstrate that adolescents who converse less with friends for social purposes on Facebook may contribute to their academic performance, owing to their effective time-management skills. Based on a comparison with the results of the literature, we conclude that use of Facebook can increase the quality of interpersonal interactions for learning among adolescents, ultimately improving their academic achievement.

“Like Playing With Fire Under a Hut” - You Will Get Burnt If You Do Not Adjust: Reflections of Social Work Students on Adjusting to University Life

High dropout rates in first year and the enculturation into the academic literacies essential in promoting a successful academic adjustment are some of the challenges faced by many students when entering a higher education institution. The study aimed to understand some of the factors that contribute to student adjustment as social work students negotiate the higher education landscape from first to second year. The study explored the views of twelve first-year and seven second-year students utilising a qualitative research design where purposive sampling was used to recruit two focus groups. The results revealed that what both sets of students recognised as beneficial to their academic adjustment were the familiarisation of context, the use of effective time management skills, and positive attitudes. However, university-driven interventions aiming at assisting first year social work students with their academic life, such as the First Year Experience (FYE), were identified as too generic and not able to meet the unique needs of the participants. Recommendations emanating from the study included the development of discipline-specific academic development programmes that encourage social and academic adjustment. Additionally, collaboration between students within professional disciplines and the use of technology-enhanced learning could facilitate student adjustment.

Time management abilities of school principals according to gender: a case study in selected Gauteng schools

According to the literature on school effectiveness and school improvement and the role of the school principal in this regard, the lack of time management skills and abilities among school principals can be regarded as one of the main factors that lead to principal inefficiency and ineffectiveness in the school context. But, how do male and female principals compare in terms of time management and how does gender influence one's decision-making skills in relation to time management? It is clear from the literature that no research has been conducted locally with regard to possible differences in the time management skills and abilities of male and female principals and on the problems that they experience in this regard. This article, based on an empirical study of the perceived differences between male and female principals’ time management skills and abilities in selected Gauteng schools, gives an indication of how both male and female principals rate themselves in terms of their own time management skills and abilities. The findings show that male principals have less effective time management skills and abilities as compared to their female counterparts. In the end, the study would recommend that both male and female principals should set their own priorities and devote sufficient time to these priorities so as to enable them to manage their time more effectively and efficiently in the school context.

How to improve your time management skills

<b>Sarah Christie</b>, author of <i>Effective Time Management Skills for Doctors</i>, and <b>Matt Green</b> from BPP University College School of Health explore how aspiring and current doctors can make the most of the time that they have, become more efficient in their day to day activities, and achieve a better work-life balance

Time Management and Academic Performance of Postgraduate Students in Nigerian Universities

This study assessed time management and academic performance of postgraduate students in Nigerian Universities. The specific objective of the study is to determine whether time management is the only variable that affects the Cumulative Grade Point Average of postgraduate students in selected Universities in Nigeria. Survey research design was employed and data were analyzed using mean and standard deviation. Z-test statistics was used to test the formulated hypothesis at 5% level of significance. Our finding revealed that time management is not the only factor that affects the Cumulative Grade Point Average of postgraduate students in selected Universities in Nigeria. In addition, family workload and other psychological factors influence the academic performance of postgraduate students in Nigerian Universities. We therefore, recommend that postgraduate students should undergo physical, medical, psychological and cognitive tests before they are certified fit to take any postgraduate examination. Effective time management skills should be taught to the postgraduate students.