Impact of time management practices on student learning in Secondary schools

Abstract

This study investigated the impact of time management practices on student learning in secondary schools within Bukomansimbi District, Uganda. The primary aim was to establish how planning, prioritizing tasks, avoiding procrastination, and creating a schedule influence students' academic performance. Data were collected using, questionnaires, open-ended interviews and observation guides. The sample included 75 students and 8 teachers from two secondary schools in Bukomansimbi District. The study employed descriptive statistics, correlation, and regression analysis to interpret the data. The findings revealed that 50.7% of students agreed that setting academic goals at the beginning of each term positively impacted their learning. The correlation analysis showed a moderate positive relationship between planning and student learning (r = 0.532, p < 0.01). Regression results indicated a significant positive impact of planning on student learning (β = 0.243, t = 2.793, p = 0.007). Additionally, 54.7% of students agreed that focusing on highpriority tasks first improved their academic performance. A strong positive correlation was found between prioritizing tasks and student learning (r = 0.608, p < 0.01), with regression analysis confirming its significant impact (β = 0.328, t = 3.489, p = 0.001). The study also found that 49.3% of students agreed that starting assignments early and breaking them into smaller parts helped improve their performance. The correlation analysis indicated a strong positive relationship between avoiding procrastination and student learning (r = 0.594, p < 0.01). The regression analysis showed a significant positive effect (β = 0.297, t = 2.912, p = 0.005). Furthermore, 52.0% of students agreed that creating a weekly study schedule positively impacted their learning. A moderate positive correlation was found between creating a schedule and student learning (r = 0.545, p < 0.01). The regression results confirmed its significant positive impact (β = 0.211, t = 2.670, p = 0.009). The study concludes that effective time management practices significantly enhance student learning in secondary schools. Planning, prioritizing tasks, avoiding procrastination, and creating schedules are crucial strategies that contribute to improved academic performance. It is recommended that secondary schools implement time management training programs to help students develop these essential skills. Additionally, teachers should encourage students to set academic goals, prioritize their tasks, start assignments early, and create structured study schedules to enhance their learning outcomes.