Learning Time Management Research Articles

Education about Learning Motivation, Time Management, and Pocket Money Management for Students of Strada Bhakti Utama Junior High School

Covid-19 pandemic has raised several problems faced by students including declining motivation to learn, lack of time to do independent assignments, and reduced amount of pocket money given by parents. This community service (CS) was designed to assist students in overcoming these problems through online education and training activities to increase students’ learning motivation and increase literacy on time management and pocket money management. Partners in this CS activity were 53 students of Strada Bhakti Utama Junior High School. The method of implementing activities used are counselling, exercises, and questions and answers. The success rate of this CS program was measured from analysis of the pre-test and post-test results conducted before and after the activity as well as from assessment of students' accuracy in answering online quiz questions. Based on results of pre-test and post-test analysis, CS activities through education and training on learning motivation, time management, and pocket money management were proven to be able to increase students' understanding of the importance of managing pocket money, saving, managing time, motivation, and source of motivators in life. In addition, based on the results of online quiz assessments, most students could answer correctly the questions about the material presented.

Students’ preparedness for distance learning - Gaps identified by MCAST educators

This study, conducted during the COVID-19 pandemic, investigated students’ preparedness for distance learning. The main catalyst for the identified gaps derives from Maltese obligatory education being delivered face-to-face. Findings revealed that during online tuition, The Malta College of Arts, Science and Technology (MCAST) foundation and diploma-level students lacked digital literacy. Questionnaires completed by lecturers, who shifted online, divulged four e-competencies and skill categories whereby, in the metacognitive segment, these students lack learning style, self-direction and time management. Additionally, foundation students experience deficiency in the cognitive group, mainly, the ability to apply the material learnt, do research and articulate comments and questions. No technological gaps were identified for all four course levels; however, in the affective category lack of netiquette and the challenge to stay motivated were uncovered for foundation-level students. No gaps in any of the categories were identified for Master and Bachelor-level students. In light of the exposed gaps, educators and school management teams need to reconstruct their practices to enhance learning equity.

Pengelolaan Waktu Belajar Siswa Berprestasi Berbasis Smartphone di Masa Pandemi Covid-19

One of the effects of the Covid-19 pandemic was the disruption in education, namely the problem of teaching and learning and time management. Thus, teachers and students must find solutions to be able to manage learning time management and the media used for learning, namely smartphones. This certainly can be a very effective choice during the Covid-19 pandemic. This study aimed to describe the time management of student learning achievement, analyzing the relationship of learning time with student achievement, and analyzing the impact of smartphones on learning time and student achievement during the covid-19 pandemic. This type of research is a reference research that data retrieval is oriented to several appropriate references. The focus of this research is how effective time management and smartphone usage is for learning in the Covid-19 pandemic. The validity of the data in this article is with various sources and time extensions. The data analysis technique in this article is to use the constant comparison method. The results of the research in this article are three.1) Describe time management (study time). 2) Analysis of the relationship of learning time with student achievement. 3) Analyzing the impact of smartphones in time management and student achievement during the covid-19 pandemic.

Unbundling teaching and learning in a flipped thermal physics classroom in higher education powered by emerging innovative technology

The emergence of open online courses and flipped classrooms has brought new opportunities to unbundle the traditional university. This study aimed to investigate a thermal physics classroom integrated with an open online learning mode to afford various learning strategies for students in Taiwan. Moreover, we examined students' preferred learning modes by adopting a quasi-experimental design with questionnaires, pre-test and post-test scores, self-reported journals and interviews. A total of 89 students participated in the study. The instructor allowed all students enrolled in the class to choose their own preferred learning modes. All students had full access to all course materials in both open online course and traditional face-to-face learning contexts throughout the whole semester. We examined the learners' academic performance in each learning mode and surveyed their perceptions of the course. The findings of this study indicate that information technology can transform teaching and learning in a thermal physics classroom and challenge the instructor to tailor the course to meet students' diverse needs. Significantly, students adopted five learning modes, consisting of face-to-face, web facilitated, alternative blended, online learning and flipped learning. This study provides a valuable reference on how traditional on-campus higher education institutions could be unbundled to create student-centred learning approaches.
 
 Implications for practice or policy:
 
 Educators could design a flexible delivery model, allowing students to choose five learning modes, consisting of face-to-face, web facilitated, alternative blended, online learning and flipped learning in terms of their learning style and time management.
 For students with sufficient background knowledge, the flipped learning mode provides the best learning performance.
 This study could provide administrators, educators and instructors with insights and new approaches in science, technology, engineering and mathematics education and improvements in their course policies.

Online English Language Learning Motivation and Self-Regulation of Korean University Students

This study examines the latent factors surrounding motivation and self-regulation in an online English language class, focusing specifically on Korean college students. Three-hundred and forty-two freshmen from diverse majors participated in this study, which utilized a background questionnaire, the Online English Learning Motivation (OELM) scale, and the Online Self-Regulated English Learning (OSEL) scale. Exploratory factor analysis was employed and confirmed a strong validity and reliability for both scales. The findings also revealed that underlying factors from the OELM include expectations for learning English, intrinsic/extrinsic motivation towards English learning, cultural interests in English-speaking countries, and grade-relevant motivation. Latent factors from the OSEL contain goal setting and learning strategy use, learning environment and learning styles, help seeking, and time management. Based on the results, this study offers insights and suggestions to improve online English pedagogy.

Electronic learning for otorhinolaryngology students using the content management system ILIAS

HintergrundDer Präsenzunterricht ist die vorherrschende Lehrmethode der Universitäten, ist jedoch im Rahmen der digitalen Transformation und des zunehmenden Zugriffs auf Online-Lehrmaterialien zu hinterfragen. Ziel dieser Studie war es zu evaluieren, inwiefern das elektronische Lernen (E-Learning) online als Ersatz für das herkömmliche Anwesenheitspraktikum für Hals-Nasen-Ohren-Heilkunde genutzt werden kann.Material und MethodenEin vollständig digitales elektronisches Lernkonzept wurde auf der Online-Lernplattform ILIAS erstellt und zur Verfügung gestellt. Die teilnehmenden Studierenden wurden in das elektronische Lernprogramm eingewiesen. Es wurden 4 Lerneinheiten (äußerer Hals [I], Rachen/Kehlkopf [II], Nase [III], Ohr [IV]) eingerichtet. Nach jeder Lerneinheit erfolgte abschließend ein themenentsprechender Multiple-Choice-Test. Sowohl vor als auch nach Durchführung der Lernkurse wurden die Studierenden gebeten, an der Evaluation teilzunehmen.ErgebnisseInsgesamt 105 Studierende nahmen vor und 85 Studierende nach erfolgtem elektronischem Lernprogramm an der Evaluation teil. Die Mehrheit der Studierenden (52,94 %) gab nach Durchführung der Kurse einen signifikant höheren Zufriedenheitswert bezüglich des Inhalts, der Darstellung der Lernsequenzen und der eigenen Kontrolle über Lerntempo bzw. Zeiteinteilung gegenüber dem Zeitpunkt vor Absolvierung des elektronischen Lernprogramms (34,29 %) an (p < 0,0001). Ein Großteil der Studierenden (54,12 %) wünscht sich das elektronische Lernangebot zusätzlich zur Präsenzlehre.SchlussfolgerungenDas elektronische Lernprogramm ist ein vielversprechender Ansatz als Alternative bzw. Ergänzung zum traditionellen Lernen bzw. dem Lernen durch die Teilnahme an Präsenzveranstaltungen. Eine Erweiterung der digitalen Lehre kann auf der Basis dieser Untersuchung ausdrücklich unterstützt werden.

The Influence of Gender and Interest on the Use of Learning Strategies in Biology Lessons

&lt;p style="text-align: justify;"&gt;For biology students, the diversity, complexity, and abundance of content in this field yield a heavy study load. Hence, appropriate learning strategies are key in supporting learners’ academic success. In biology, the factors gender and interest hold a unique position within the natural sciences, as there is an academic imbalance to the disadvantage of male students. In the present study, we examined the influence of gender and interest as well as its interdependences on the students’ use of learning strategies for biology learning. A total of 180 seventh through tenth grade students (Mage=14.47; SD=1.35; 60% female) from four general-track secondary schools located in Germany participated in this study. Data on the students’ level of interest and the use of learning strategies in biology lessons were collected. We used multivariate analysis of covariance with the students’ age as the covariate to analyse our data. Results revealed a significant effect of gender on the students’ use of the learning strategies rehearsal, organisation, effort, and time management. With regard to elaboration and effort, the effects of interest were found to be significant. The gender gap regarding learning strategy use was narrower for students with high levels of interest. These findings might have implications for beneficial teacher behaviour in biology.&lt;/p&gt;

Status and Associated Factors of Internet Addiction Among Secondary Vocational Students

With the wide application of information technology in the field of education, the network has become a driving force that can not be ignored in the development of education.. While the Internet brings convenience, its negative effects are attracting more and more attention in every field of the society. For secondary vocational students in a critical period of psychological development, Internet addiction is a typical negative effect that cannot be ignored. Using the method of cluster random sampling, a questionnaire survey was conducted on 3855 secondary vocational students and 3415 parents in Q City, Shandong Province. The results showed that: (1) There are significant gender differences in secondary vocational school students' Internet addiction, and the overall rate of Internet addiction was 4.85%; (2) Internet addiction has significant negative correlation with interpersonal relationship, self-efficacy and learning time management, and significant positive correlation with learning anxiety; (3) Among the factors that lead to secondary vocational students' Internet addiction, peer relationship has an important impact. Schools, teachers and parents should work together to create a good network ecological environment, guide students to surf the Internet green and cultivate students' positive cognition, which can avoid the Internet addiction of secondary vocational students and promote their mental health development.

Use of Adaptive Learning Technology to Promote Self-Directed Learning in a Pharmacists’ Patient Care Process Course

Objective. To evaluate student changes in self-directed learning (SDL) in a Pharmacists' Patient Care Process (PPCP) course using adaptive learning technology (ALT).Methods. The Pharmacists' Patient Care Process was delivered using traditional teaching methods in fall 2018 and ALT in spring 2019. First-year student pharmacists were surveyed three times throughout the academic year on SDL factors. Focus groups were conducted at the end of the spring semester to identify perceptions of course delivery. Multilevel linear modeling and qualitative content analysis were used to evaluate survey responses and focus group feedback, respectively.Results. Ninety-two of 106 students completed all three surveys. Scores on stress management and examination management increased from the beginning to the end of the academic year. Scores on seminar (lecture) learning proficiency, procrastination management, and time management decreased from the beginning to the end of the year. Assignment management and comprehension competence trends varied from the end of the first semesters to the end of the second semester. Themes identified from the focus groups were student learning preferences, semester comparisons, value, and technology.Conclusion. Student pharmacists struggled with the integration of ALT into their previously established study routines. Focus groups helped add context to students' SDL scores. Although significant differences were found between some SDL factors, it was not possible to conclude that implementation of ALT improved SDL.

ISKUSTVA UČENIKA SREDNjIH ŠKOLA TOKOM PRIMENE MODELA NASTAVE NA DALjINU U VANREDNIM USLOVIMA U SRBIJI TOKOM PANDEMIJE KOVIDA 19

Following the declaration of the state of emergency in Serbia, after the novel COVID-19 outbreak was declared a global pandemic, all the educational institutions in the country were closed, and the different modes of emergency remote teaching (ЕRТ) were introduced. In order to highlight the problems and attitudes of students, in regard to the newly introduced online-based emergency remote teaching model, we conducted a survey with high school students. The research question was how the unplanned switch from the traditional learning setting to online learning affected the learning practice, and what the outcomes of the integration of digital technology in education are. The aim of the study was to determine the best advantages and the biggest disadvantages of the introduced emergency remote teaching model, from the students’ point of view, during the initial phase of the teaching model implementation. The obtained results indicated the best advantages of the applied learning model in the domain of learning time management opportunities, and the biggest disadvantages in relation to the teaching and learning technical support problems and social distance. The results of this study could be used by policymakers and practitioners in order to prepare plans and programs for emergency remote teaching, and also to improve traditional teaching models.

Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model.

Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses were applied to the data. The main findings indicated that temporal and metacognitive components play an important role in students’ academic achievement and that, compared to females, males procrastinate more due to poor time management skills and metacognitive strategies. Practical implications were suggested to help students to overcome their dilatory behavior.

HUBUNGAN MANAJEMEN WAKTU BELAJAR DAN KOMPETENSI PROFESIONAL PENDIDIK PERSEPSI PESERTA DIDIK DENGAN HASIL BELAJAR KELAS TINGGI SDN 3 ADIPURO

The problem in this research is the learning outcomes of several students in SDN 3 Adipuro that do not meet the completeness standard. The purpose of this study is to identify the correlation between learning time management and the students’ perception of teacher’s professional competence with high class learning outcomes at SDN 3 Adipuro. This type of research was ex post facto corelation. The population was 115 students which 56 students were chosen as the sample. Data collection techniques used were observation, interviews, questionnaires, and documentation studies. Data collection instruments in the form of a questionnaire with a Likert scale has been claimed validity and reliability. Analysis of the data used was Poduct Moment Correlation and Multiple Correlation. The result showed that there was a positive and significant relationship between learning time management and the students’ perception of teacher’s professional competence with high class learning outcomes with a correlation coefficient of 0.534 according to the strong enough level.

Use of metacognitive regulation strategies to increase student academic achievement in microbiology course

The purpose of this research was to examine the influence of metacognitive regulation strategy to improve students’ achievement in microbiology learning. The method used was Quasi-Experimental. Participants of this study were 27 students from Biology Education in a university in West Java. There were two classes used in this research, namely the class using metacognitive regulation strategies as an experimental class consisting of 14 students and the non-metacognitive regulation strategies class as a control consisting of 13 students. In the experimental class, discussion was assisted with questions about subject matters. The instrument was used consist of the concept mastery test and self-reflection questionnaire. Data were analyzed by Analysis of Variance. The results of this research showed that there were differences in student achievement between metacognitive regulation and non-metacognitive regulation strategies. Students who learned with metacognitive regulation strategies was obtained high moderate criteria score (g = 0.59), while students who learned with non-metacognitive regulation strategies were obtained low of criteria score (g = 0.26). Study on self-reflection after carrying out the test obtained the following results: aspects related to the use of learning resources (21%), time management (29%), learning behavior (36%), attending and concentration in learning (14%). The implementation of the metacognitive regulation strategy was significantly effective to improve academic achievement in a microbiology course, so this strategy is an innovation in learning.

A Study on Undergraduate Students’ Satisfaction of the Self-regulated English Class based on the Utilization of Movies

The purpose of this study is to investigate the effects of self-regulated English class based on the utilization of movie, Good Will Hunting for the consequent learning satisfaction of undergraduate students. To find out the students’ learning satisfaction of this instructional class method, this study utilized a questionnaire and interview with 82 students for the analysis. The questionnaire consisted of questions on subject opinions about cognition, learning motivation and learning behaviors. The difference in satisfaction between the experimental group and the control group was analyzed using the independent t-test. The results of this study were as follows. First, it showed effects in power of memory, meta-cognitive ability, and cognitive ability. Second, it had a substantial effect on controlling emotion, keeping moderate tension and learning motivation. Lastly, it had a positive effect on the undergraduate students’ satisfaction for learning practice, time management and behaviors. However, it did not enhance comprehensive ability, learning motivation, or utilizing learning sources. This study holds significance in observing how cognitive ability, learning motivation, and learning behavior of students are influenced by self-regulated English class based on utilization of movie. (Jungwon University)

Emotional intelligence and learning strategies of postgraduate students at Kerman University of Medical Sciences in the southeast of Iran.

INTRODUCTION:Emotional intelligence and learning strategies are among the major requirements for success and academic achievement. The present research was designed and carried out to explore the relationship of emotional intelligence with learning strategies in postgraduate students.METHODS:The study employed a cross-sectional design and was conducted at Kerman University of Medical Sciences in 2018. Using the emotional intelligence questionnaire by Bradberry and Greaves and a researcher-made questionnaire of learning strategic, we assessed the relationship of emotional intelligence with learning strategies in postgraduate students using a census method (n = 338). Data were analyzed using descriptive statistics including mean and standard deviation and analytic statistics such as Kolmogorov–Smirnov test, ANOVA, t-test, and Pearson's correlation coefficient at P < 0.05 significance level.RESULTS:This study showed that the mean emotional intelligence score of postgraduate students was 91.12 ± 13.92 and also no significant relationship between the learning strategies and the emotional intelligence in the participants, but the emotional intelligence components showed a positive significant relationship with the learning strategy components, namely self-efficacy, rehearsal, critical thinking, cognitive self-regulation, time and study environment management, peer learning, and help-seeking.CONCLUSION:It could be stated that emotional intelligence components can be taught and fostered to improve the emotional intelligence of the learners, optimal learning, and the quality of educational outcomes. However, a learning strategy is a natural, habitual, unique, and fixed preferential method that serves to absorb, process, and maintain new information and skills. In other words, reinforcement of emotional intelligence facilitates learning.

PENGARUH MANAJEMEN WAKTU BELAJAR PESERTA DIDIK KELAS 5 SDN SALATIGA 05 TERHADAP NILAI RAPORT

THE EFFECT OF LEARNING TIME MANAGEMENT AGAINST RAPORT VALUE STUDENTS OF CLASS 5 SDN SALATIGA 05This research intended to determine the effect of learning time management towards first semester score report on the fifth grade students at SDN 05, Salatiga, Central Java. The method of the study is the quantitative descriptive method. The technique of collecting the data is by sharing questionare and documentation therefor data analysis method is using the simple percentage. The data source taken from the fifth grade students input and their first semester report document at SDN 05, Salatiga. The result of the study show that the fifth grade students at SDN think that learning is an activity that must be done 100%, that means all students are aware that learning is a thing must be done. 72% of the students manage their study time at home. 80% of the top 10 rank students manage their time to study at home, this percentage is higher than the percentage of those who are not in the top 10 rank and the number is only 68% of 19 students. Learning time management affects the result of the score report because 80% of the top 10 manage their learning time and all of them pass the passing grade. This percentage of the students who manage their study time is higher than those who are below the top 10 rank which is only 68% of 19 students and there are some students in the top 10 still don’t pass the passing grade.

Learning Time Management of Full Day School Students in Junior High School and Its Implication to Guidance and Counseling Services

Time management of learning is a way to manage time in using time effectively and efficiently by making plans, scheduling, prioritizing, managing control over time that can be seen from individual learning needs. The background of research is various problems that occur in the students time management of learning junior high school in schools that implement the full day school system. The problem at issue by junior high school students’ in schools that implement the full day school system is a matter of time and difficulty of responsibility in learning, organization, extracurricular activities and other additional activities. Counselors helps improve students’ skills and understanding of learning time management through guidance and counseling services. There are several guidance and counseling services that can be provided to student regarding learning time management issues supported by information services, content mastery services, group guidance services, individual counseling services and group counseling services. This study aims to describe the students’ time management of learning at junior high school 33 Padang, seen from the aspects of: (1) planning of goals and priorities, (2) planning and scheduling, and (3) implementation. This research uses quantitative descriptive methods. The study population was 371 at junior high school 33 Padang and a sample of 186 students were selected using the Simple Random Sampling technique. The instrument used was a study time management questionnaire. The students’ time management of learning in junior high school 33 Padang is relatively high, which is related to the students’ time management of learning in: (1) aspects of setting goals and priorities, (2) aspects of planning and scheduling, and (3) aspects of implementation is relatively high.

The efforts to reduce the academic procrastination of students on grade V elementary school

The student learning process must be accompanied by a diligent, disciplined and obedient attitude in order the learning process runs optimally. The learning time management becomes one of the problems that will impact students. The effect of the problem of time management is the phenomenon of the students’ tendency to delay in completing the tasks. The performance of students who delay in completing the tasks cannot maximize the student academic achievement. Academic procrastination is a situation where the students do not want to try to complete a task within the time limitation as scheduled. The particular study described the various efforts made by teachers to reduce the student academic procrastination. The research type was descriptive research using descriptive qualitative approaches and case study methods. The subjects were fifth-grade teachers who had efforts to solve the academic procrastination. Data collection techniques were interviews, observation, and documentation. Data analysis technique used interactive analysis which consisted of three components, namely (1) Data reduction, (2) Data display, and (3) Verification. The findings showed that the efforts made by the teacher to reduce the student academic procrastination are through daily activities, diaries, motivations, achievement tables and good communication between teachers and parents.

PROGRAM PENDAMPINGAN PSIKOLOGIS BAGI REMAJA PSAA CEGER DAN TEBET, JAKARTA: ANALISIS KEBUTUHAN

Panti Sosial Asuhan Anak (PSAA) Putra Utama 3 and 4 are units of DKI Jakarta Social Service that provide alternative foster care for adolescents. As substitute for parents, PSAA is responsible for fulfilling the needs of the foster kids. Unfortunately, the service provided is inadequate, both from the quantity and the quality of the caregivers. That is, even though the kids’ physical needs are met, their psychological needs are often neglected. As a result, problems emerge, including the feeling of apprehension about their future after leaving the orphanage, which were worsened by their poor social and academic ability. These problems seem to stem from low level of self-efficacy, namely one’s confidence in the ability in organizing and carrying out actions needed to attain certain result, which in this case is to be able to survive outside the orphanage. As a means of intervention, a psychological development program was planned. To ensure the program effectiveness, a need analysis was carried out. The result showed that the skills needed by the kids include understanding oneself, positive attitude, understanding one’s learning style, time management, self-discipline, communication, teamwork, and goal-setting. Similar to adolescents in general, the kids’ relationship with their significant others greatly affect their emotion and motivation. Meanwhile, their idea about their future was not yet concrete or focused. Different approaches to the boys and girls were applied in executing the program, although generally, the use of video and game effectively was able to catch their attention. In order for the intervention to be thorough, the program was also provided to the caregivers.

Investigating the Relationship Between Self-Directed Learning Readiness and Time Management Skills in Turkish Undergraduate Nursing Students.

The aims of this study were to determine self-directed learning and time management skills of undergraduate nursing students and to investigate the relationship between the concepts. The use of self-directed learning has increased as an educational strategy in recent years. This descriptive and correlational study was conducted with 383 undergraduate nursing students in Turkey. Data were collected using a sociodemographic questionnaire, the Self-Directed Learning Readiness Scale, and Time Management Questionnaire. Mean scores were as follows: self-directed learning readiness, 159.12 (SD = 20.8); time management, 87.75 (SD = 12.1). A moderate positive correlation was found between self-directed learning readiness and time management values. Time management scores were 78.42 when self-directed learning readiness was ≤149 and 90.82 when self-directed learning readiness was ≥ 150, with a statistically significant difference (p = .000). Level of self-directed learning and academic achievement were higher in students who managed their time well.