Advantages of Time Management Essay

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Introduction

This essay shows that students who take responsibility for their academic success enhance and identify goals that help them to self-direct their studies to give them a positive outcome. The research will argue that study habits, peer and faculty relationships, and student active learning benefit students to better understand study skills to gain academic success. This essay may encounter demographical and cultural issues. Students need to take responsibility to gain academic success by investigating study habits, active learning, and relationships with peers and faculty to optimize students’ academic success. The essay will look into study skills and implementation to increase students’ productivity to hand in assessments on time and better performance on exams.

Strategies and study habits

The students taking responsibility for their learning apply effective study habits. Students taking responsibility for their learning apply effective study habits to optimize their academic learning. According to Bickerdik, Deamhuaigh, O, Flynn and Twathaigh, O (2016) found not having good time management shown in Bickerdik’s results, for example in the research high lights approximately 50% of students who studied consistently across the year did better than the 50% of students who crammed at the end of the course. The article shows that good study habits and strategies are vital for academic success efforts towards time management t and planning reflect on students’ academic success. Therefore incorporating good time management is not only less stressful but also assists the student in improving their understanding of academic material. Based on Ebele and Olofu (2017) (as cited in Marc, 2011) the importance of good study habits. Students who are anxious on exam day are typically procrastinators who come unprepared. students who organise their lives and stick to their established study schedule are confident a relaxed at Test-taking time (Marc, 2011). Results show a significant (67%) effect on students’ good study habits for academic performance. In consideration of good study habits having a good schedule, I’m faithful, and sticking to study plans saves time and better outcomes for students thus relating to the topic at hand.

Student engagement

Students actively learning and group discussion increases the potential for academic success. According to Ullah, and Wilson (2007) (as cited in Astin 1984) Examined the connection between learning and students’ involvement and presented his theory of student development – that students learn by becoming involved. Ask questions to better student understanding, for example, when questioning a subject of an unknown concept giving answers to clarity to students giving them a better result to the related statement. As Bonwell and Eisen (1991) stress, developing instructional strategies to help students learn to think creatively and critically has been recognized as one of the most pressing educational challenges facing today (pp. 76-77). Structuring a lecture to have open-ended questions facilitates an interactive behavior between student and lecturer to gain better knowledge of the educational materials for academic success. To Finding shows that information is broken down and Found in Cavanagh(2011)(as cited in Stead 2005) various techniques such as a short writing task, small group discussions, and sharing in pairs or even rest breaks not only to help students re-engage with the content(Young et al.,2009). Student group discussions allow different perspectives, thought development, and processing, to assist in understanding theoretical materials In correlation to the statement above.

Relationships with students, peers, and faculty

Quality influences in warm relationships with faculty, peers, and students prove that academic success is achieved. Thistlewaite (1960) reported evidence that if students perceive relationships with faculty as warm and informal, there is a positive correlation with the level of educational aspiration. This explains that by having confidence in approaching faculty the outcome is greater. This is evidence that building a positive relationship with faculty helps students to better grasp subject materials, which supports the above statement concerning students’ academic success. Thus, as faculty take on an increasingly significant- quality relationship in the students’ social environment, the more likely the students to be influenced by faculty attitudes and other socializing variables (Pascarella,1980). For example, when a Social trip is taken with faculty, students can connect and build a warm relationship with the faculty and peers which gives them the confidence to approach either party and this facilitates academic success. Chambers (1973) compiled evidence that teachers who affect the creative development of students do so, not in the classroom, but as a result of interaction in the laboratory, office, home, or other informal settings. For example, after the lecture has been completed file it’s been followed through with a practical class to assist students to better understand the concept of the study given, which supports the statement above.

Rebuttal

Based on Uygulama (2009)(as cited Holec 1981) learning autonomous is to Take the change of one’s directed learning, wish supports the Inter-learning for academic success. As proven in the above paragraph having several approaches to facilitate students’ academic success benefits students’ long-term understanding. Implementing good study habits, time management, active learning, and relationships between peers and faculty has a significant advantage on overall students’ academic success.

Conclusion

These findings, identify that students are responsible for their academic success. the benefits of studies begin in school, students who complete their homework successfully improve their chances for academic success. although it is key that the students receive sufficient knowledge from teachers is undefinable that academic stuff provides benefits to students to gain knowledge.

In conclusion, in this research, those students who took responsibility for their learning had higher academic success, as they have taken into consideration study habits, active learning, and peer /faculty relationships. which shows that they had taken direction to gain academic success Students who had taken study habits including time management strategies were able to get their assessments on time,active learners showed interaction within the class enabling them to understand materials given In-depth, building relationships showed that students were able to approach peers and faculty which proved significantly advantage on students’ academic success. This proves are students who took the reasonably have achieved academic success through the above avenues.

References

Lamport, M.A. (1993). Student-faculty informal interaction and the effect on college student outcomes. A literature review, 28(112),.
Uygulama, E.K. (2009). Autonomy in language learning. Do students take responsibility for their learning, 2(1304-9496), 148-169.
Ullah, H., & Wilson, M.A. (2007). Students’ Academic Success and Its Association to Student Involvement with Learning and Relationships with Faculty and Peers.
Lumpkin, A., Achen, R.M & Dodd, R.K. (2015). Student perceptions of active learning. College student journal, 49(0146-3934),.
Cavanagh, M. (2011). Students’ experiences of active engagement through cooperative learning activities in lectures. Active Learning in Higher Education, 12(1), 23–33. https://doi.org/10.1177/1469787410387724
Bickerdike, Andrea & O’Deasmhunaigh, Conall & Flynn, Siun & O’Tuathaigh, Colm. (2016). Learning strategies, study habits, and social networking activity of undergraduate medical students. International journal of medical education. 7. 230-236. 10.5116/ijme.576f.d074.
Uju, E.F & Paul, O.A. (2017). Study Habits and its impact on Secondary School Students’ academic performance in biology in the Federal Capital Territory, Abuja. Full-length research paper, 12(1990-3839),.
Akınoğlu, O., Tandoğan, R. Ö. (2007). The Effects of Problem-Based Active Learning in Science Education on Students’ Academic Achievement, Attitude and Concept Learning. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 71-81. https://doi.org/10.12973/ejmste/75375

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