Impact Of Time Management On Academic Performance Among BSC Nursing Students

Nursing education requires students to balance classroom learning, laboratory sessions, clinical postings, assignments and examinations. Effective time management helps students prioritize activities, reduce stress and improve academic outcomes. Previous literature suggests that students with better planning and organizational skills generally demonstrate higher academic achievement. Therefore, evaluating time management practices among nursing students is important for curriculum planning and student support.

BACKGROUND

Time management involves planning, organizing and prioritizing activities to achieve educational goals efficiently. Undergraduate nursing students face increasing academic and clinical demands throughout their programme. Inadequate time management may contribute to procrastination, stress and poor academic performance.

NEED AND SIGNIFICANCE

Understanding students' time-management behaviour helps educators identify areas for intervention. The findings provide evidence for incorporating structured training programmes on planning, scheduling and prioritization into nursing education.

STATEMENT OF THE PROBLEM

A study to assess the impact of time management on academic performance among BSc Nursing students of Little Flower College of Nursing, Thiruvananthapuram.

OBJECTIVES

1. Assess time management.

2. Assess academic performance.

3. Determine the relationship between time management and academic performance.

4. Find the association between time management and selected demographic variables.

HYPOTHESIS

H1: There is a significant relationship between time management and academic performance among BSc Nursing students.

DELIMITATIONS

The study was limited to BSc Nursing students of one institution and students available during data collection.

MATERIALS AND METHODS

A quantitative correlational research design was adopted. The study was conducted at Little Flower College of Nursing, Thiruvananthapuram. The population comprised BSc Nursing students. A total of 148 students were selected using convenience sampling. Data were collected using a demographic questionnaire, a validated 26-item Time Management Questionnaire and students' academic performance proforma. Reliability was established using Cronbach's alpha (0.87). Data were analysed using descriptive and inferential statistics including frequency, percentage, mean, correlation and chi-square.

ANALYSIS OF DATA

Section – A

Findings related to sample characteristics

This section describes the sample characteristics.

Figure 1: Bar diagram showing distribution of samples based on year of study

Figure 1 shows that out of 148 samples 37 (25%) were from I year BSc Nursing, 33 (22.30%) belonged to II year BSc Nursing, 39 (26.35%) were from III year BSc Nursing and 39 (26.35%) from IV year BSc Nursing.

Figure 2: Pie diagram showing distribution of samples based on sex

Figure 2 shows distribution of samples based on sex 146 (98.65%) were females and only 2 (1.35%) were male.

Section – B

Findings related to time management level score of sample and mean score of domains

This section describes the time management level score and mean score of domains yearwise

Maximum Score 130; Minimum Score 26

Table 1: Time management level score of sample (N=148)

The data presented in table 1 reveals time management level score of sample. Data shows that 27 (18.24%) had achieved high score, majority of the sample 80 (54.05%) attained moderate score and 41 (27.70%) got low score.

Table 2: Mean score of domains yearwise (N=148)

Data in table 2 shows mean score of domains yearwise, for the domain under setting goals, punctuality, avoiding distractions, understanding, scheduling and setting priorities the mean scores of 1^st year and 2^nd year was similar were as it was less for 4^th year and 3^rd year respectively. The means score for critical planning and time opinion was more in 2^nd year.

Section – C – Findings related to students’ academic performance

Table 3: Academic performance scores of students (N=148)

Table 3 shows the academic performance of students. 3^rd year students (6) had excellent score while 5 students of 1^st year had excellent scores whereas 3 students of 4^th year had excellent scores and there were no students in the 2^nd year under excellent category. Similarly, majority of the sample belong to above average and average scores while one student from 2^nd year belonged to below average whereas there were no students in 4^th year, 3^rd year and 1^st year students.

Section – D – Findings related to relationship between time management and academic performance

Table 4: Relationship between time management and academic performance

Table 4 shows strong positive relationship between moderate time management score and academic performance of 2^nd year students. A strong positive relationship exists between low time management score and academic performance of 3^rd year students. Strong positive correlation exists between high time management score plus low time management scores and academic performance of 4^th year students. There is no relationship between low score and academic performance of 2^nd year, high score and academic performance of 3^rd year Moderate score and academic performance of 4^th year students. There is weak to strong negative relationship between Time management scores and academic performance of 1^st year students and moderate score and academic performance of 3^rd year students. There is very strong negative relationship between high score and academic performance of 2^nd year students. Thus showing that time management has variable effect on academic performance of students.

Figure 3: Scattered diagram showing correlation between time management scores and academic performance of students