ABSTRACT

Time management is a crucial thing that needed by individual especially for students. It can affect their academic achievement. Therefore, the objective of the study is to investigate impact of time management towards student achievement. One hundred questions have been distributed to UUM students. Based on the survey there is a significant impact of time management towards academic achievement. While, there is no significant impact of academic achievement between genders. The last, there is no significant impact of academic achievement among ethnicity. The results show that the time management very crucial in determining the academic achievement of UUM students. Therefore, UUM should makes workshop about time management to realize students that time management is important for them.

CHAPTER 1INTRODUCTION

1.1 IntroductionTime management is the thing that sometimes ignored by students, including the students in Universiti Utara Malaysia. The student assumes that time management has no effect on their academic achievement. This makes students become not optimal in order to maximize their academic process and it will have a negative impact on their academic value.

Based on this situation, we need the technique development to analyze the impact of time management towards UUM students for their academic achievement. This technique allows us to know what the impact of time management, whether is it good or bad. The study is expected to helps students in managing time wisely so that affects their academic performance and productivity. Poor time management will be able to hamper productivity and its not good for students' academic achievement. Thing that they can do and finish earlier will be undermined because of the bad time management and much or few it will have an impact towards their academic achievement and productivity.

All students need a good time management to be productive students. Thats why a good time management will help students to improve productivity. So that they will skilled to divide between their studying times, join the organization, and play or do some sports activities. In the end the skill of managing time can be used by students in order to enter the real work life.

1.2 Problem StatementOne of the main problems is most of the students cannot manage their time wisely, so that they dont know what is their priority. Thus, time management affects to their academic achievement. Based on our research problem, then the specific factors in time management (IV) is formulated as bellows:1. Does time management influence the students academic achievement?2. By managing their time wisely, does it increase the students grades?3. Can students in UUM manage their time by joined the activities that offered by the campus?

1.3 Research ObjectivesThe general objective of the study is to examine the impact of time management toward academic achievement among students in UUM. The specific objectives are:1. To investigate the influence of time management towards academic achievement of students.2. To determine the difference of academic achievement between genders.3. To determine the difference of academic achievement among ethnicity.

1.4 Scope of the StudyThe study focus on examining the time management level towards students academic achievement in three aspects which is includes the tangibility, reliability, and responsiveness. The population under study will be selected among UUM students. Therefore, the study findings will be generalized among UUM students only.

1.5 Relevance of the Study It is hope that the study findings will contribute in managing time towards improving the student academic achievement. By understanding the time management level among students, it may develop and further improve their academic achievement in the future.

CHAPTER 2LITERATURE REVIEW

2.1 Definition of Investigated VariablesTime management refers to the development of processes and tools that increase efficiency and productivity (Hassanzabeh & Ebadi, 2007). Busari (2000) asserted that academic achievement is generally regarded as the display of knowledge attained or skills developed in the school subject (as cited in Ogundokun, 2010). As Ireoegbu (1992) explains, it is the level of performance in school subjects as exhibited by an individual (as cited in Ogundokun, 2010).

2.2 Theoretical BackgroundWithout a clear understanding about time management theory, it is difficult to formulate a strategy and come up with an action plan that will manage your time effectively. It doesn't matter if you're trying to enhance your professional or work related life, or your personal routines. The tools and techniques that you will choose, adopt and follow will depend upon which type of time management theory appeals most to you.

According to the case that we raise for our research, here we are using Abraham Harold Maslows Theory about time management. In his theory, Maslow explained that as long as the efficient use of time helps us meet higher goals of fulfillment, spirituality and well being, we perceive it as helpful. But in the interests of greater efficiency, if we sacrifice bigger things like purpose, meaning and satisfaction with our lives, then it is a moot victory.

Maslow's theory focuses on understanding and differentiating needs, and also setting time limits on getting each done so that you do not encroach on other essential areas of your life. Based on this reason, we are implementing Maslows Theory to our research.

2.3 Theoretical FrameworkThe framework of the study is illustrated in figure 2.1

TIME MANAGEMENTACADEMIC ACHIEVEMENTIVDV

Figure 2.1This framework is formulated based on the students academic achievement to define impact among variables.

2.4 Research HypothesisThe develop of the hypothesis are as follows:H1:There is a significant impact of time management towards academic achievement.H2:There is no significant impact of academic achievement between genders.H3:There is no significant impact of academic achievement among ethnicity.

CHAPTER 3METHODOLOGY

3.1 Research Design In our research, we already define about two variables that we will measure and also divide it into two types of variable. The independent variable used in this study is time management. Dependent variable is academic achievement. To help us in collecting data as research survey we were collected data using questionnaire. Which is this tool is the common tool to evaluate our research survey in getting our particular purposes.

3.2 Population, Sample, and Unit of AnalysisThe population consists of UUM students who have used the time management in their daily activities. In order to complete this study, we took 100 students as a sample among 36,000 students in UUM. Individual student is the unit of analysis for the study.

3.3 Sampling DesignThe study is using non-probability sampling because in this study we did not refer to a list number of students which is enrolled by Students Affairs & Alumni UUM but we are taking a random sample.

3.4 Data SourcesThe study involves the use of both sources are primary and secondary data. The primary data is spreading the questionnaires through students in UUM meanwhile secondary data is taking some of online journals as references in order to make this report.

3.5 Data Collection MethodsWe are using data collection method; doing a survey by using questionnaire. We spreads the questionnaire randomly to the students and collected it directly as they finished filling the questionnaire.

3.6 Data AnalysisThe main purpose of this study is to measure how the impact of time management towards academic achievement. We use questionnaire as our evaluate tool to get any result of our research purpose. After all data from questionnaire already collected, we use SPSS as our second tool to process our data with any procedure of several analysis stage. Actually SPSS itself we use to data input and analysis whether our data valid or not. The research objectives which include the following analysis:1. Descriptive Analysis, to describe demographic background of respondent profile.2. Reliability Analysis, to provide a unique estimate of the internal consistency and reliability. 3. Regression Analysis, to assess the impact of time management towards academic achievement of student in UUM.4. Independent T-Test, to investigate the mean difference of Academic Achievement between genders.5. ANOVA test, to investigate the mean difference of Academic Achievement among ethnicity.

CHAPTER 4DATA ANALYSIS AND FINDINGS

4.1 Demographic BackgroundDescriptive analysis was used to describe the purpose of the study. Based on table 1, it shows that there are 100 respondents, 46% respondents are male and the rest 54% respondents are female. It shows that mostly 99 (99%) respondents are single, while the rest 1 (1%) respondents have been married. Table also shows that from 100 respondents, majority of respondents aged within 18-22 among 80%, followed by 19% aged within 22-26, and the last 1% respondents aged above 26. Based on the table, majority respondents among 35 person or 35% are foreigner, followed by Malay 53 person or 53%, Chinese among 9 person or 9% and the India 3 person or 3%. It is show that from 100 respondents, most of them studying in COB 70%, followed CAS 13% and COLGIS 17%.

Table 1. Demographic BackgroundVariablesFrequency (N=100)Percentage (%)

Gender Male Female 465446%54%

Marital Status Single Married99199%1%

Age 18 22 22 26 >268019180%19%1%

Ethnicity Malay Chinese India Foreigner53933553%9%3%35%

College COB CAS COLGIS70131770%13%17%

4.2 Reliability AnalysisReliability analysis was used to check the consistency and stability of the instrument. Based on Table 2, the result indicates that the alpha value for IV variable ranged is 0.732 and alpha value for DV variable ranged is 0.771.

Table 2. Reliability AnalysisVariablesNumber of ItemsAlpha Value

IV70.732

DV40.771

4.3 Hypothesis TestingThe testing of hypothesis will be tested on the following:

4.3.1 H1:The Impact of Time Management towards Academic AchievementSimple Linear Regression has been performed to determine the best set of predictor variable in predicting DV. The R-squared of 0.356 implies that the one predictor variable explain about 35.6% of the variance/variation in the Academic Achievement. This is not quite a good and respectable result. The ANOVA table revealed that the F-statistics (54.211) is large and the corresponding p-value is highly significant (0.0001) or lower than the alpha value of 0.05.

Based on Coefficient table, one variable which is Time Management (IV) (p=0.000< alpha) was found to be of significance in explaining DV. The beta coefficient is 0.597. This means that this variable makes the strongest unique contribution to explaining the dependent variable (AA), when the variance explained by predictor variable in the model is controlled for. It suggests that one standard deviation increase in IV is followed by 0.597 standard deviation increase in AA.

Table 3Model Summary

ModelRR SquareAdjusted R SquareStd. Error of the Estimate

1.597a.356.350.721

a. Predictors: (Constant), IV

ANOVAa

ModelSum of SquaresdfMean SquareFSig.

1Regression28.203128.20354.211.000b

Residual50.98498.520

Total79.18899

a. Dependent Variable: DV

b. Predictors: (Constant), IV

Coefficientsa

ModelUnstandardized CoefficientsStandardized CoefficientstSig.

BStd. ErrorBeta

1(Constant)1.287.2475.215.000

IV.581.079.5977.363.000

a. Dependent Variable: DV

4.3.2 H2:The Difference of Academic Achievement between GendersIndependent Sample t-Test was performed to investigate the mean difference of Academic Achievement between genders. Based on Table 4, the result shows no significant difference of Academic Achievement between genders (p=0.169> ). The result indicates that no significant different of Academic Achievement between male and female students.

Table 4Group Statistics

GenderNMeanStd. DeviationStd. Error Mean

ACADEMICACHIEVEMENTMale462,89,966,142

Female543,14,821,112

Independent Samples Test

Levene's Test for Equality of Variancest-test for Equality of Means

FSig.tdfSig. (2-tailed)Mean DifferenceStd. Error Difference95% Confidence Interval of the Difference

LowerUpper

ACADEMIC ACHIEVEMENTEqual variances assumed1,113,294-1,38698,169-,248,179-,602,107

Equal variances not assumed-1,36888,863,175-,248,181-,607,112

4.3.3 H3:The Difference of Academic Achievement among EthnicityA one-way ANOVA between-groups analysis of variance was performed to investigate the mean difference of Academic Achievement among Ethnicity. Based on Table 5, the result shows no significant difference of Academic Achievement among Ethnicity and DV (p=0.715 > ). The result indicates that there is no significant different of Academic Achievement among ethnicity of students.

Table 5ANOVA

ACADEMIC ACHIEVEMENT

Sum of SquaresdfMean SquareFSig.

Between Groups1,1083,369,454,715

Within Groups78,08096,813

Total79,18899

CHAPTER 5CONCLUSION AND RECOMMENDATIONS

5.1 ConclusionWe are taking this research to see how significant the influence of time management towards academic achievement among students in UUM. After we input the data from the questionnaire that we gave to the respondents finally we got the output of the research. The result asserts that there is a significant influence between time management and academic achievement among student in UUM. Then, we examines that did the academic achievement give significant influence between genders. We got that there is no significant influence towards both of variables. Whereas the impact of academic achievement to ethnicity, there is no significant impact towards that variables after we examined it. In conclusion, the findings of this study indicate that the time management have significant impact toward academic achievement among student in UUM.

5.2 RecommendationsAfter completed our study, we come out with few recommendations. Each students have to manage their time not only to get the highest GPA but also to manage their own life to preface and considerate the priority one. Especially for student in UUM, they should have to equalize the time between lectures activities with the activities outside lectures time such as joining the club and organization. If the students cannot manage their time wisely, then one of both activities would give them the bad impact, like get the bad GPA because of concerning organization more than studying. As we know, time management is important to everyone. Controlling how much time you spend on various activities, and choosing which activities take priority, is at the heart of effective time management. Studying time management theory helps you plan, organize and schedule your tasks in the correct way so that they align with what really matters in your life.So, manage your time efficiently.

REFERENCES

Denlinger, J. C. The Effect of Time Management on College Students Academic Performance. Retrieved 30 March 2014, from http://firstyearcomposition.weebly.com/uploads/8/7/2/6/8726689/denlinger_eng_104_time_management_study.pdf

Hassanzabeh, R., & Ebadi, A. G. (2007). Measure the Share of the Effective Factors and Time Management. World Applied Sciences Journal 2, 3. Retrieved 30 March 2014, from http://idosi.org/wasj/wasj2(3)/4

Ogundokun, M.O. & Adeyemo, D.A. (2010, December). Emotional intelligence and academic achievement: The moderating influence of age, intrinsic and extrinsic motivation. (Vol. 10, no. 2). Retrieved 26 May 2014, from http://www.ncsu.edu/aern/TAS10.2/TAS10.2Ogundokun.pdf

Poser, B. (2003). Time management for students. Retrieved 30 March 2014, from http://www.yorku.ca/cdc/lsp

Sekaran, U. & Bougie, R. (2013). Research methods for business (6th ed.). West Sussex: John Wiley & Sons Ltd. Tao & Mani. (2013). Time management theory: 3 concepts to transform your efficiency. Retrieved 3 June 2014, from http://timemanagementtao.com/time-management-theory.html

APPENDICES

APPENDIX I:Questionnaire

SURVEY QUESTIONNAIRE ON THE IMPACT OF TIME MANAGEMENT TOWARDS ACADEMIC ACHIEVEMENT OF STUDENTS IN UUM

Dear Respondent,

We are five students of Research Methodology Class Group J are under taking a research project about The Impact of Time Management towards Academic Achievement of Student in UUM. This research is conducted by:1. Anisa Nataya (228843)2. Herayati Aries(228844)3. Rifdathul Melyani(228845)4. Randy Karnefa(228855)5. Teguh Hardi(228863)We are glad to inform you that you have been chosen to participate in this study. Your responses and views are highly important in achieving the objectives of this study. The information provided will be treated as private and confidential and will be used only for the purpose of this study.

Thank you for your valuable time, attention and cooperation.

Yours faithfully,Researchers

PART A DEMOGRAPHIC DATA: respondents profile. Please provide answer to the following by crossing (X) one box only.

1. Gender 4. EthnicityMale

Female

Malay

Chinese

India

Foreigner

2. Age18-22

22-26

>26

5. CollegeCOB

CAS

COLGIS

3. Marital Status Single

Married

PART B for this part, you are required to use the following scale to respond to the statements: STRONGLY DISAGREE STRONGLY AGREESCALE: 1 2 3 4 5

Section B1: these questions related to TIME MANAGEMENT. For this section you are required to take your own choice.

No.Question 12345

1.I always on-time coming to the class

2.I never late to come into the class

3.I always access learning zone

4.I seldom accessing social network

5.I always often attend the non-academic activities

6.I frequently attend the academic course

7.I often doing revision in library

Section B2: these statements related to ACADEMIC ACHIEVEMENT. For this section you are required to take your own choice.

No.Question12345

1.I always get certificate by dean

2.I always get above 3.00 GPA every semester

3.I never fail in subjects that I took

4.I always get good grades every semester

Thank you for your participation.

APPENDIX II:SPSS Result

Reliability Statistics

Cronbach's AlphaN of Items

.7327

a) The value is positive due to a positive average covariance among items. This not violates reliability model assumptions. You may want to check item coding.

Reliability Statistics

Cronbach's AlphaN of Items

.7714

b) The value is positive due to a positive average covariance among items. This not violates reliability model assumptions. You may want to check item coding.1