1.

Literature reviews on the topic generally classify time management skills and activities

into seven categories: time analysis, planning, setting goals, prioritizing, scheduling,

organizing, and establishing new and improved time habits (Claessens, Van Eerde, Rutte,

& Roe, 2007;Hellsten, 2012;Morris, 2001;Woolfolk & Woolfolk, 1986). Crutsinger (1994)

wrote that time management involved setting goals, deciding which tasks were the most

important and determining which needed to be scheduled for a later time (prioritizing),

accurately estimating the amount of time needed for each task (time estimation), being

flexible and adjusting to unanticipated events that inevitably interrupt the best made plans

(problem solving), monitoring one's own performance and adapting goals and priorities as

necessary (evaluation), and observing patterns and trends in behavior.

2. LITERATURE REVIEW

2.1 Time Management

There is a titanic difference between secondary and higher education when it comes to

managing time and academic responsibilities. In secondary education, there was the kind of

learning that includes an explanation of everything. On the other hand, when students enter

university, they find out that what they learn is a lecture, that only includes superficial

information and the rest is their job to know about and explore further (Britton & Tesser,

2001). Time management is a skill that every student should not only know, but also apply.

A lot of university students complain about running out of time when asked to do a certain

task, they get frustrated because they are not able to make it before the deadline. Time

management is extremely important, especially when it comes to university students because

it will boost their grades and enhance their productivity (Laurie & Hellsten, 2002). However,

most of the time students face problems like task aversion and uncertainty, so they start to
procrastinate because they lack organizational skills. As a result, students will not be able to

organize duties according to their priorities, so they get distracted easily, ending up

procrastinating. As we can see, time management is quite essential to any university

student, and it is one of the keys to higher academic achievements (Kelly, 2004).

In the relevant literature there are great number of academic studies focusing on the

relation between time management and academic achievements. The related literature showed

that the time management attitude and skill levels of university students and the effects of these

skills on their academic achievement. The research revealed that a majority student possesses

moderate level time management skills and only a significantly small portion has high level

time management skills (Yilmaz, Yoncalik & Bektaş, 2006). The literature revealed that the

students’ time management skills affect their academic achievement at a significant level and

the skills are one of the predictors of academic performance. The relevant literature suggested

that students should start to acquire time management senses on their own in their primary

school years by reading materials on the issue or via the framework of psychological

counseling and guidance studies applied in schools and adopt effective time management

attitudes and techniques to determine how and where they spend their time (Lisa & Robert,

2008).

The various group of students who exploited time-saving proficiencies notably had rich

academic achievement. They accomplished those students who do not use time saving

techniques in their educational surrounding having significantly lower academic as compared

to results students who employ time- management tactics have considerably higher

achievement (Mercanlioglu, 2010).

 To calculate the cumulative time spent working during a week, these objects were

also added. Time management practices have been proven to be some of the top

indicators toward achieving a high level of academic success and performance. They not

only influences on the achievement but using time management techniques also serve only

one reason meaning that there are multipurpose fulfilled by time management (Fazal,

2012). Taking part in proceedings and being engaged in other outside class activities, not

inevitably a job, but being energetic in institution also has a strong correlation to reaching

high academic achievements. Various studies showed that time management practices

serve for many purposes not only for challenging performance of the students. Time

management practices show the way not only to a high level of academic performance, but

to good physical condition and lower levels of stress. The foremost purpose of the present

study was educational competency, using time managing techniques, test pressure, and

test proficiency (Faisal, Miqdadi, Abdulla & Mohammad, 2014). Academic competence

scores were established to some extent improved in the current sample indicating that

students found course material/content encouraging and enjoying their classes.

2.2 Dimensions of Time Management:

The effectual utilizing of time and managing time requires procedures and good

quality planning behaviors. One can make use of time effectively and competently by

keeping time logs, setting immediate and long- standing goals, prioritizing responsibilities,

constructing to-do lists and arrangement, and organize one’s workspace, as studies of

earlier period and plentiful how-to books proposed (Sabelis, 2001). Time saving

techniques and behaviors can be categorized into numerous groups and be liable to
 contribute to a number of fundamental qualities in general. There are three surfaces of

time management behaviors: short-range planning, long- range planning and time

attitudes (Laurie & Hellsten, 2002). Short-range planning is the capability to set out and

systematize responsibilities in the short period of time. Long-range planning competence

is to handle everyday jobs over a longer time perspective by keeping follow of significant

dates and setting objectives by putting adjournment (Alay & Koçak, 2003)

3. The review demonstrates that time management behaviours relate positively to perceived

control of time, job satisfaction, and health, and negatively to stress. The relationship with

work and academic performance is not clear. Time management training seems to enhance

time management skills, but this does not automatically transfer to better performance.

Research limitations/implications – The reviewed research displays several limitations.

First, time management has been defined and operationalised in a variety of ways. Some

instruments were not reliable or valid, which could account for unstable findings. Second,

many of the studies were based on cross-sectional surveys and used self-reports only.

Third, very little attention was given to job and organizational factors. There is a need for

more rigorous research into the mechanisms of time management and the factors that

contribute to its effectiveness. The ways in which stable time management behaviours can

be established also deserves further investigation. Practical implications – This review

makes clear which effects may be expected of time management, which aspects may be

most useful for which individuals, and which work characteristics would enhance or hinder

positive effects. Its outcomes may help to develop more effective time management

practices. Originality/value – This review is the first to offer an overview of empirical

research on time management. Both practice and scientific research may benefit from the
 description of previous attempts to measure and test the popular notions of time

management.

(PDF) A Review of Time Management Literature. Available from:

https://www.researchgate.net/publication/228664480_A_Review_of_Time_Management

_Literature [accessed Nov 14 2018].

4. Literature review

Kirkorian, Wartella, and Anderson (2008Kirkorian, H. L., Wartella, E.,

& Anderson, D. R. (2008). Media and young children's learning. Future of Children,
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portrayed in the television (TV) can act as the tool for interaction between the viewers and
the media. High levels of exposure to educational TV are positively linked with students'
academic achievement especially for those who had started since their early childhood.
Kirkorian et al. (2008Kirkorian, H. L., Wartella, E., & Anderson, D. R. (2008). Media and
young children's learning. Future of Children, 18, 63–86.[Crossref], [PubMed], [Google
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secondary school students. In the same study, Noor-Ul-Amin and Mattoo (2012Noor-Ul-
Amin, S., & Mattoo, M. I. (2012). Influence of heavy and low television watching on study
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advance. This group of people (high TV viewers) is also found to possess higher note-
taking ability by applying effective paraphrasing and summarising skills. On the other
hand, low TV viewers are found to prefer quiet and calm working style, which help them
to show good abilities in vocabulary, reading and memorising skills. Low TV viewers are
also found to have better learning motivation than high TV viewers as they are seen to have
the desire to learn quickly and retain information for a long time.

Studies done by Carvin (2006Carvin, A. (2006). Learning now: At the crossroads

of Internet culture & education with host Andy Carvin. New government report exposes
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studies agreed that the use of Internet has improved students' academic performance as
Internet assists them to have better preparation for exams. These respondents claim they
get relevant information pertaining to their course of study while browsing the Internet.
Technology-based activities are able to facilitate students' understanding of the content and
provide different ways of expressing knowledge to the students and, therefore, have a
positive influence on their academic performance (Sun & Bradley, 2010Sun, L.,
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life of college students reveals that the number of hours spent on Facebook influences both
academic performance and the quality of life among the students. The Internet and social
networking websites seem to bring positive influence on adolescents as it allows them to
express themselves in their own unique ways (Boyd, 2007Boyd, D. (2007). Why youth
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However, social networking sites do bring negative impact to their users especially
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exams. This phenomenon depends highly on how these students utilise the convenience
and advancement of various technological devices.

5. Literature Review

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