Time Management Skills Research Articles

Time Management Practices: Its Impact on Student Athletes' Performance

This study determined the time management practices and the performance of student-athletes. Focusing on key aspects such as student-athlete profiles, the level of time management practices, the impact of these practices, factors influencing student-athletes, and the significant relationship between profiles and time management levels, this research utilized a quantitative descriptive design. Employing a purposive random sampling method, the study encompassed 200 student-athlete respondents from the six prestigious GensanPRISAA colleges in General Santos City. Results showed that respondents were predominantly male, aged 21-23, engaged in basketball and team sports, and enrolled as first-year Criminology students with notable academic performance and local competition achievements. Results revealed a high level of time management skills demonstrated by student-athletes in managing both training sessions and academic schedules. These skills significantly influenced academic performance, athletic achievements, social relationships, and personal well-being. Additionally, the study identified various factors affecting time management, including school and teacher demands, athletic commitments, personal priorities, and social relationships. Surprisingly, there was no significant relationship between demographic profiles and time management practices, indicating other influential factors. To address these findings, the study suggested Enhancing the Student-Athlete Development Program to comprehensively support student-athletes in improving time management skills across different domains. In conclusion, the study emphasized the importance of time management skills among student-athletes and advocated for tailored support programs to foster their holistic development, regardless of demographic characteristics.

THE REALITY OF THE PROFESSIONAL EDUCATIONAL LEADERSHIP WHICH ARE BASED ON THE SOFT SKILLS FROM THE VIEWPOINT OF THE EDUCATION AND FORMATION WOMEN AND MEN- GUELMIM-OUED REGION MOROCCO AS A MODEL

Objectives: The primary objective of this study is to examine the implementation of educational leadership based on soft skills by leaders of educational institutions in the Guelmim-Oued Noun region of Morocco, as perceived by women and men in education and training. This inquiry is situated within the framework of transformational leadership outlined in the tenth commitment of the 2022/2026 Roadmap. Methods: Utilizing a descriptive analytical approach, the research involved administering a questionnaire covering eight domains related to soft skills: communication, time management, teamwork, planning, emotional intelligence, decision-making, problem-solving, and organizational skills. The questionnaire was distributed to a sample of 308 educators, both women and men, in the Guelmim-Oued Noun region. Data analysis was conducted using the Statistical Package for the Social Sciences (SPSS) and a five-point Likert scale. Results: The findings indicate that the practice of educational leadership based on soft competencies is perceived as 'very high' in the areas of communication, leadership, and teamwork, with other domains registering as 'high'. Statistically significant differences were observed concerning the educational staff variable (teaching, administration), favoring teaching staff in communication skills. However, no statistically significant differences were observed based on gender or educational qualification levels. Conclusion: In conclusion, the study highlights the importance of soft skills in educational leadership and recommends the adoption of quality standards based on these skills in both initial and continuous training of administrative staff. The study suggests integrating soft skills criteria into the evaluation of the performance of heads of educational institutions and task assignments to ensure effective leadership practices in the region's educational landscape.

ANALISIS MANAJEMEN PENGELOLAAN KELAS DALAM MENINGKATKAN KEMAMPUAN KOMUNIKASI MULTILINGUAL DENGAN MODEL CONTEXTUAL TEACHING AND LEARNING

“The contextual teaching and learning model is Among several student management developed by combining classical learning by teaching staff at MTs Putri Nurul Huda Situbondo. The type of research used is qualitative research with a case study approach. The informants in this research were school principals, teachers, and students. Data collection techniques employed observation, interviews, and documentation studies. In this research, researchers used several stages of data analysis, namely the data condensation stage, data presentation stage, making temporary conclusions, and verification activities. The research results concluded that there are four stages of student management in improving multilingual communication competence: classroom layout management skills, time management skills and material coverage, and student management skills through language games. The CTL learning model is carried out in the planning stage, namely by making a learning implementation plan that refers to the independent curriculum, then the implementation stage, which contains three activity stages, namely preliminary activities, core activities, which contain the components of constructivism, inquiry, asking, learning community, modeling, reflection, then Closing activities use authentic assessment.

A comparative analysis of sleep quality and time management skills between shift and non-shift police officers.

The sleep quality of police officers working in shifts is negatively affected due to long working hours and sleeping less during the day. In our study, we aimed to examine the differences in sleep quality and time management skills in police officers working with shift and non-shift system. 106 police officers, 46 of whom worked in the shift system, 60 of whom worked in the non-shift system, and whose mean age was 27.6 ± 0.9 [min 20, max 40] were included in the study. Sleep quality was assessed with the Pittsburgh Sleep Quality Index[PSQI] and time management skills with the Time Management Questionnaire[TMQ]. While the TMQ total score was 80.91 ± 12.61 for police officers working in shifts, it was 72.41 ± 12.62 for police officers working non-shift. The PSQI total score was 5 in both groups. There was a difference between the TMQ time planning, TMQ time attitudes sub-dimensions, and TMQ total scores of police officers working in the shift system and those working in the non-shift system[p < 0.05]. While poor sleep quality was observed between both groups, there was no difference in sleep quality[p > 0.05]. There was no difference in sleep quality between police officers working in shifts and non-shifts. However, the time management skills of police officers working in shifts were better than those of police officers working in non-shifts. We believe that training programs to improve sleep health and time management skills in police officers are needed for both the sleep quality and well-being of police officers and public safety.

Translation and psychometric evaluation of the Chinese version of the Nursing Time Management Scale.

Reasonable and effective time allocation can promote the improvement of medical care service quality. This study aimed to translate, cross-culturally adapt and validate the Chinese Nursing Time Management Scale (NTMS). Using a cross-sectional survey, 345 clinical nurses were selected from June to September 2023 for a general information questionnaire and Nursing Time Management Scale (NTMS) study. Item analysis, exploratory factor analysis and validation factor analysis were used to verify the reliability and validity of the Chinese version of Nursing Time Management Scale. The Chinese version of the Nurses' Time Management Competency Scale includes 17 entries in 3 dimensions: planning activities and setting goals, coordinating activities and procedures, and organizing nursing activities. The Cronbach's alpha coefficient for the total scale was 0.966. Exploratory factor analysis showed that the cumulative variance contribution of the three male factors was 97.44%. The NTMS has acceptable validity and reliability and can be used to evaluate the nursing time management skills of Chinese clinical nurses.

Navigating the Middle School Transition in a Non-Western Culture: Exploring the Interplay of Perceived Academic Performance, Time Management, and the Mediating Role of Academic Engagement

This study examines the relationship between time management, academic engagement, and academic success among 11- and 12-year-old students in an online learning environment. A sample of 250 Iranian students was selected using a multi-stage random cluster sampling method The data were collected from students that self-reported via surveys. Results from structural equation modeling revealed that time management significantly predicted academic performance (p < 0.01), with academic engagement mediating this relationship. Students with high academic engagement demonstrated an increased willingness to invest time and effort in their studies. The findings suggest that while interventions aimed at developing time management skills are beneficial for students transitioning to middle school, prioritizing the increase of academic engagement and enthusiasm in middle school students, without explicitly focusing on time management, will lead to enhanced time management skills as well. Consequently, teachers can optimize their efforts and resources by focusing on academic engagement interventions, as academic engagement inherently fosters improved time management skills.

Knowledge and Perception of Soft Skills Among Medical Students and Postgraduate Residents at Services Hospital Lahore

Background and Objectives: Soft skills have emerged as a novel focal area for health care practitioners. Objective of this study was to assess the perception of medical students and postgraduate residents regarding soft skills and the need of incorporating these skills into the curriculum.Methods: This cross-sectional descriptive study was conducted at the Services Institute of Medical Sciences and Services Hospital in Lahore from January 1st to March 31st, 2023. A total of 192 participants, divided into two groups on the basis of their academic and clinical experience(Group 1 medical students final year and group 2 postgraduate residents of SHL (1st year) were included in the study after informed consent. Participants were given a pre-designed, validated questionnaire to record their details and assess their soft skills.Results: Postgraduate doctors were more effective at educating and motivating patients regarding treatment plans (84.4% vs. 15.6%, p &lt; 0.0001), problem solving in critical situations (83.3% vs. 16.7%, p = 0.0001), and managing ethical conflicts (82.3% vs. 17.7%, p &lt; 0.0001) compared to medical students. Doctors reported being taught communication skills (88.5% vs. 67.7%, p = 0.0005), critical thinking and problem- solving skills (81.3% vs. 31.3%, p=0.0001), time management skills (89.6% vs. 10.4%, p = 0.0001), and leadership skills (77.1% vs. 57.3%, p = 0.0035) more than medical students. A higher proportion of doctors had been assessed by their supervisors on communication skills (71.9% vs. 41.7%, p = 0.00003), critical thinking and problem-solving skills (49.0% vs. 27.1%, p = 0.0018), and leadership skills (74.0% vs. 33.3%, p = 0.0001) compared to medical students.Conclusion: Postgraduate doctors exhibit stronger aptitude in essential soft skills as compared to medical students therefore efforts should be made to integrate soft skills in healthcare educational program for better patient care and prepare medical students and residents for the multifaceted challenges they will face in their career.Key words: soft skills, perception, curriculum.

Explaining the changes in procrastination in an ACT-based course - psychological flexibility and time and effort management as mediators.

The aim of our study is to explore the relationship between procrastination, time management skills and psychological flexibility and the changes in them during an Acceptance and Commitment therapy (ACT)-based course that included time management training. We also explored the effects of time management skills and psychological flexibility on procrastination. The study used an experimental design in an ACT-based well-being course that included time management training. The participants were 109 students taking the course and 27 waiting list students. Analyses were conducted with Pearson correlation, mixed ANOVA and causal mediation analysis. Our results show that time management skills, psychological flexibility and procrastination were related to each other, and all changed during the course. In addition, change in both time management and psychological flexibility had an impact on the change in procrastination during the course. The results show that both time management and psychological flexibility influence the change in procrastination during an ACT-based course.

Student Performance and Stress in Histology and Cell Biology in a Redesigned Preclinical Undergraduate Medical Curriculum

In the legacy curriculum at TTUHSC School of Medicine, histology and cell biology were taught in dedicated units in Block 2: Biology of Cells &amp; Tissues (BCT). In Fall 2021 (Class of 2025), a new compressed organ-based integrated curriculum with restructured delivery of histology and cell biology and permanent change to pass/fail grading was implemented. Therein, basic histology was integrated into Unit 1 of Block 1: Anatomy, Histology &amp; Embryology (AHE). Cell biology was divided into AHE and the second unit of Block 2: General Principles (GPX). Our objective was to evaluate performance in histology and cell biology and influential factors, such as student stress and academic and personal concerns in the new organ-based integrated curriculum. For AHE and GPX students completed pre- and post-block surveys regarding stress and academic and personal concerns. Deidentified scores for performance on the 10 most diffcult histology questions on the fall 2021 AHE Exam 1 were compared to the same exam questions in BCT in fall 2020. Scores for the 10 most diffcult cell biology questions on the fall 2021 GPX Exam 2 were compared to those for same exam questions in BCT in fall 2020. Biochemistry performance also was evaluated, as its instruction remained similar to that in the legacy curriculum. Fall 2021 histology scores were markedly lower than scores in fall 2020 (p = 0.002); however, end of block NBME exam scores for histology were comparable to scores in fall 2020 (p = 0.445). Cell biology scores in fall 2021 were moderately lower than in fall 2020 (p = 0.0035). Surprisingly, scores for the 13 most diffcult biochemistry topics in fall 2021 were lower than in fall 2020 (p = 0.0051). AHE pre- and post-block surveys indicated students anticipated dedicating 12% of their time studying histology, but actually allocated 10% of their time. At the start of AHE, the top concern was the amount of material in the block; by the end, it was learning histology. GPX post-surveys indicated student stress was comparable or even less than anticipated. Top concerns were curriculum design, biochemistry, and amount of material. Over 50% of students felt overwhelmed by the amount of material in GPX. In the new curriculum, student performance in histology on the unit exam was attenuated, but NBME exam scores were on par with the legacy curriculum. Student acclimation to the rigors of school and honing of time management skills may explain improved performance at the end of AHE. Lower performance in cell biology and biochemistry might be due in part to inclusion of medical genetics and pharmacology that were not taught in the analogous legacy block. Whether such trends in student performance in these foundational blocks persist in subsequent iterations of the curriculum and potential influence of student perception on performance are being evaluated. Funded through TTUHSC-SOM. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Identification of Academic Problems in Psychology College Students at Kudus

This research focuses on identifying problems in the learning process for psychology students who are studying at universities in Central Java. This research is research using analytical descriptive methods with the research population being all students of the Psychology Study Program in Central Java and the targets of the research are students who are still actively attending lectures. The activities carried out include collecting student problems in participating in the learning process at higher education. Based on the research results, there are seven academic problems experienced by students from the Class of 2020 to the Class of 2022 from highest to lowest, including 1) Decreased motivation of 30.4%, 2) Experiencing academic stress of 18.8%, 3) Low academic integrity by 17.5%, 4) Lack of time management skills by 11.5%, 5) Academic procrastination by 9.4%, 6) Optimism decreased by 7% and 7) Academic burnout by 5.4%.

STRESSORS AND COPING MEASURES AMONG UNDERGRADUATE NURSING STUDENTS IN WESTERN NIGERIA

Nursing students are frequently exposed to various stressors throughout their training; the resultant stress affects their personal, professional, and academic achievements and well-being directly or indirectly. This study aimed to identify the causes/sources of stress, the levels of stress, coping measures, and possible suggestions for reducing stress and its effects among nursing students. A descriptive cross-sectional design was used to assess stress and coping variables among undergraduate nursing students at a federal university in Western Nigeria. This study recruited 151 full-time undergraduate nursing students in their first to fifth study years using a simple random sampling technique. Data were collected using the Perceived Stress Scale (PSS) and self-structured questions. The results were summarized using descriptive statistics of frequency, percentages, and mean ± SD. Academic, personal, financial, and relationship-related stressors were found to be the most common sources of stress. Most of nursing students experienced either low (47.7%) or severe (44.3%) stress levels and coped with it through positive thinking, optimism, sleep, and relaxation. Respondents suggested that more emphasis be placed on health promotion programs, reducing the number of exams in a week, and teaching students how to develop their social, coping, and time management skills.

DIRECTIONS OF DEVELOPMENT OF TIME MANAGEMENT SKILLS OF HIGHER EDUCATION STUDENTS IN THE PROCESS OF PROFESSIONAL TRAINING

The article highlights the peculiarities of developing time management skills for modern professionals. It is also analyzed that success in educational activities depends on successful time planning by students. The basic concepts on which the use of time planning technologies is based are defined. The article contains the author's own interpretation of the directions of development of time management skills in higher education students in the process of professional training.

Multi-informant Assessment of Organizational Skills: Psychometric Characteristics of the Children’s Organizational Skills Scale (COSS)

Organization, time management, and planning (OTMP) skills are behavioral manifestations of executive functioning linked to academic outcomes. Interventions to improve OTMP skills have shown favorable outcomes. The Children’s Organizational Skills Scale parent and teacher forms (COSS-P, COSS-T) are widely used for assessing OTMP skills, but there is limited research on this scale. This study examined the factor structure and construct validity of the COSS in a non-clinical and clinical sample of students in grades 2–8 (Study 1; n = 1138 COSS-T; 1155 COSS-P), and teacher-referred students with OTMP deficits in grades 3–5 (Study 2; n = 184). In Study 1, a bifactor model with a general factor and three subfactors demonstrated good fit for the COSS-P (RMSEA = .057) and COSS-T (RMSEA = .052). This model was replicated in Study 2. The general factor on both versions demonstrated an acceptable to high level of internal reliability. An acceptable degree of reliability was also identified for subfactor 1 (Task Planning). The COSS was shown to be effective in differentiating children with ADHD from a comparison group drawn primarily from the non-clinical sample (AUC = .84 COSS-P; .85 COSS-T). Sex differences of medium magnitude were identified on the total score of both COSS versions. Correlations between the COSS-P and COSS-T were variable across samples. The findings provide strong evidence for using the total score on the COSS-P and COSS-T as an index of overall OTMP skills deficits. Given variable cross-informant correlations on the COSS, multi-informant assessment of OTMP skills is strongly indicated.

Game on for learning: a holistic exploration of Gamification’s impact on student engagement and academic performance in educational environments

PurposeThe research paper examines the complex relationship between gamification, student engagement and academic performance in educational environments. The study employed a structural equation model that highlights important connections among key constructs within the educational setting.Design/methodology/approachThis research aims to explore the connection between gamification, student engagement and academic performance in educational settings. The study employs various statistical techniques such as factor analysis, Kaiser–Meyer–Olkin (KMO), Bartlett’s test, component transformation matrix, correlation and regression analysis, descriptive statistics, ANOVA, coefficients and coefficient correlations, residual statistics and confirmatory factor analysis (CFA) to analyze the data.FindingsIt was found that active participation by the instructor and good time management skills have a positive impact on student engagement levels (β = 0.380, p &lt; 0.001; β = 0.433 and p &lt; 0.001). However, peer interaction does not significantly predict student engagement (β = −0.068 and p = 0.352). Additionally, there is a positive correlation between student engagement and performance (β = 0.280 and p &lt; 0.001).Research limitations/implicationsThe study highlights the importance of innovative design to fully utilize gamification. Future research should consider design, user characteristics and educational context. The findings can guide informed decisions about gamification in education, fostering motivation and learning objectives.Practical implicationsThe study presents a reliable tool for assessing student engagement and performance in educational settings, demonstrating high Cronbach’s alpha and robust reliability. It identifies student engagement and time management as significant predictors of Global Learning Outcome. The findings can inform decisions on implementing gamification in educational settings, promoting intrinsic motivation and aligning with learning objectives.Social implicationsThe research highlights the transformative impact of gamification on educational practices, highlighting its potential to enhance student experiences, motivate, promote diversity and improve long-term academic performance, highlighting the trend of integrating technology into education.Originality/valueIn today’s ever-changing education landscape, it is essential to incorporate innovative techniques to keep students engaged and enthusiastic about learning. Gamification is one such approach that has become increasingly popular. It is a concept that takes inspiration from the immersive world of games to enhance the overall learning experience.

TIME MANAGEMENT APPLICATION

In today's fast-paced society, effective time management has become increasingly critical for personal and professional success. This research paper explores the transformative potential of technology-driven solutions in optimizing time utilization and enhancing productivity. The paper introduces a cutting-edge time management application designed to empower users in managing their schedules, tasks, and priorities efficiently. Leveraging intuitive data visualization, smart algorithms, and personalized suggestions, the application represents a paradigm shift in how individuals approach their daily routines. Through a comprehensive suite of features, including interactive calendars, task lists, and detailed reports, users can streamline their commitments, identify time sinks, and make informed decisions to improve their productivity. The research examines the impact of the application on users' time management skills and overall well-being, highlighting its role in fostering a more fulfilling and successful lifestyle. By harnessing technology to optimize productivity and provide actionable insights, the application exemplifies a new era of personalized time management solutions, empowering individuals to take control of their time and accomplish more with their lives.

Balancing Medical School and Manage a Social Life and Perform in Class

Background: Medical students face significant challenges in balancing academic obligations with maintaining a social life, which is crucial for their well-being and interpersonal skills. This study aims to explore the difficulties medical students encounter in this balance, the effects of social activities on their health and academic performance, and to propose actionable solutions. Methods and Materials: Employing a mixed-methods research design, this study integrates quantitative data from survey questionnaires with qualitative insights from semi-structured interviews. Purposive sampling was used to select participants from various medical schools, ensuring a diverse representation of experiences. Data analysis combined statistical tools for quantitative data and thematic analysis for qualitative interviews, highlighting the intricate dynamics between social engagement, academic responsibilities, and well-being. Results: The findings reveal that many medical students struggle with balancing their social and academic lives, citing heavy workloads and limited free time as substantial barriers. However, a robust social support network was correlated with reduced stress and better overall mental health. Time management skills emerged as crucial for achieving a satisfactory work-life balance. Qualitative data underscored the value of emotional support from peers, family, and mentors and effective time management strategies. Conclusion: This study underscores the importance of social support and time management in navigating the demands of medical education. It suggests that educational institutions should foster supportive environments and offer programs that enhance students' social well-being and time management capabilities. Addressing these issues can lead to improved mental health, academic performance, and a more balanced life for medical students.

The Importance of Soft Skills for Academic Performance and Career Development—From the Perspective of University Students

In the present era, the importance of soft skills as a crucial element for personal and professional success is widely acknowledged. When hiring new employees, these soft skills are highly valued by employers. However, many students are unaware of the crucial role those soft skills play in their education and career success, hindering their progress in developing these skills. This study aims to assess students’ perceptions of the importance of soft skills for academic performance and career development. A questionnaire-based online survey was conducted, involving 968 undergraduate students from eight universities in Vietnam, to gather data. The findings showed that most respondents recognized the significance of soft skills in fostering positive relationships, career advancement, and securing desirable employment. However, students did not believe that these skills had a substantial impact on their academic performance. Communication, teamwork, collaboration, and time management skills were identified as the most critical soft skills for enhancing academic performance, while teamwork, collaboration, leadership, and problem-solving skills were considered pivotal for career development. Moreover, a significant portion of students perceived their soft skills level to be below the desired threshold, showing more confidence in skills they considered to be more important. Similarly, students tended to prioritize the development of soft skills that they perceived as essential to their personal goals.

The effect of health quotient and time management skills on self-management behavior and glycemic control among individuals with type 2 diabetes mellitus.

The aim of this study was to evaluate the present status of self-management behavior and glycemic control in individuals diagnosed with Type 2 Diabetes Mellitus (T2D), as well as to examine the impact of health quotient (HQ) and time management skills on both self-management behavior and glycemic control. Between October 2022 and March 2023, a purposive sampling method had been utilized to select 215 participants with type T2D. The survey concluded a general information questionnaire, an HQ scale, a diabetes time management questionnaire and a self-management behavior questionnaire. The health quotient(HQ)encompasses the individuals' knowledge, attitude toward health, and the ability to maintain their own well-being. The diabetes time management questionnaire was reverse-scored, with higher scores indicating an enhanced competence in time management. The path among variables was analyzed using structural equation modeling(SEM). SEM showed that the direct effect of HQ on time management was -0.566 (p < 0.05), the direct effect of time management on the effect of self-management was -0.617 (p < 0.05), the direct effect of HQ on self-management was 0.156, and the indirect effect was 0.349 (p < 0.05); the relationship between health quotient and self-management was partially mediated by time management, with a mediating effect size of 68.8%. In addition, self-management had a direct effect on HbAlc, with a size of -0.394 (p < 0.05); The impacts of both HQ and time management on HbAlc were found to be mediated by self-management, with HQ demonstrating an indirect effect of -0.199 (p < 0.05) and time management showing an indirect effect of 0.244 (p < 0.05). Health quotient and time management in patients with T2D serve as catalysts for self-management behavior. They affect HbAlc level indirectly through self-management practices. The suggestion is to prioritize the cultivation of rational time organization and management skills in T2D patients, as well as enhance their health quotient level. This can facilitate a more effective improvement in patients' self-management behaviors, ultimately achieving the objective of maintaining optimal glycemic control.

Student Performance and Perceived Effectiveness and Management of CUSTAR 425 (Customs &amp; Tariff) Course

With the objective to produce efficient workforce, the primordial goal of the Bachelor of Science in Customs Administration (BSCA) educational program is to produce ethical and socially responsible customs broker professionals whose skills and competence conform to, and are compliant with, international standards and best customs practices (CHED, 2017). Prior to putting all the basic and fundamental knowledge of customs into practice, students ought to attend a technical course to review the essential aspects of the customs profession. As such, this course serves as a preparation for students in taking the Customs Broker Licensure Examination (CBLE). At the Asian Institute of Maritime Studies (AIMS), this is covered under the Customs and Tariff (CUSTAR 425) course. There are essential aspects that may affect the performance of students in engaging with this course: learning materials, and effective professors. Right (2018) reiterated that learning materials are crucial to the success of student achievement while the biggest opportunity for faculty members to impact, inspire, and engage students (Koproske, 2016) is by mapping concrete skills and outcomes to the syllabi in order to help their departments systematically measure and improve the learning experiences of their students over time. This led the researchers to examine the performance, effectiveness and management of the Customs and Tariff course (CUSTAR 425) of AIMS. Applying the tenets of descriptive-survey design, the study gathered data from 198 BSCA students of AIMS who were enrolled in CUSTAR 425 during SY 2015-2016 to 2017-2018. Employing total enumeration as sampling technique, all members of the population were measured in terms of their performance (using final grade as data) in CUSTAR 425, as well as their assessment on the effectiveness and management (utilizing a self-made questionnaire) of the above course. With the aid of SPSS (version 23), data were derived using mean (for grades) and average weighted mean (for effectiveness and management). In terms of performance, majority of the students earned “Good” grades (83 to 85) in CUSTAR 425 while the effectiveness of the course was also favorably rated by the respondents specifically on the following indicators: Course Content (M=4.12) and Course Materials (M=3.94). However, though generally perceived that the Course Timeline aspect have helped them in preparing for the exam, a fraction of students however thought otherwise (neutral and/or disagree) as indicated by the slightly low mean of 3.78. Perhaps, two issues can be raised on this part: insufficient time allotted to complete the course; or, time management skill of students. Lastly, yielding a composite mean of 4.20 (Agree), the students generally agreed that the Customs Administration Department has efficiently managed the CUSTAR 425 course. In consideration of the results, it is recommended that the Customs Administration Department shall strategically set reasonable course timeline to facilitate learning and enhance students’ knowledge. Perhaps, course topics shall also be revisited and calibrated in order to streamline course contents and make fit with the allotted timeline. Students who are planning to take a licensure examination are also advised to enhance their time management skills and learn to properly schedule their school activities especially extending priority to requirements that need more time and attention. Lastly, AIMS, through the Customs Administration Department, shall maintain the good management of the course as majority of its elements was favorably assessed.

Student experience using synchronous and asynchronous instruction in mathematics classes

This paper aims to study the effects that asynchronous and synchronous instructional methods have on student perceptions and attitudes towards online education. We analyze both qualitative and quantitative survey responses from 496 students in three large (greater than 200 enrolled students) first-year calculus classes at the University of Guelph. The survey results show significant differences among the three online instructional formats in students’ attitudes toward asking questions, the similarity of each instructional modality to face-to-face delivery, technology issues encountered, students’ perceived ability to keep up with course content, how collaborative the course felt, and student preferences for mode of delivery. There were no significant differences reported in relation to time-management skills or communication with instructors. Qualitative analysis of student comments also revealed perceived strengths and weaknesses of each mode of instruction. The results are used to make suggestions for improving student experience in online, post-secondary mathematical teaching.