Abstract:
This paper examined university students’ time management behaviour and the impact it has on their academic performance using Macan’s (1994) process model of time management. The study applies quantitative analysis of survey data collected from 236 students of Wollega University selected using a multistage stratified sampling technique. To measure students’ time management behaviour and academic performance mean and standard deviation was used. ANOVA and t-tests were the statistical techniques used for hypothesis testing. Multiple regression analysis was employed to determine the impact of time management attributes on academic performance. The Pearson correlation coefficient explains all the three time management factors; setting of goals and priorities, mechanics of time management and preference for organization have statistically significant relation to each other and with academic performance. Among the demographic characteristics of respondents, gender cause statistically significant variation on setting academic goals and priorities, performance for the organization, and CGPA; having additional work influence student activity related to performance for the organization; and place of residence influence setting goals and priorities and using of time management mechanisms. Moreover, students’ time management behaviour predicts their academic performance.
