Teachers’ Time Management and Secondary School Students’ Academic Outcomes in Jalingo Education Zone, Taraba State
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Abstract
This study investigated the relationship between teachers’ time management and secondary school students’ academic outcomes in the Jalingo Education Zone, Taraba State. Specifically, the study examined the relationship between teachers’ time utilization and students’ academic outcomes, and the relationship between teachers’ time planning and students’ academic outcomes. Two research questions were answered, and two null hypotheses were tested at the 0.05 level of significance. A correlational survey research design was adopted for the study. The study was conducted in public secondary schools in the Jalingo Education Zone of Taraba State. The population of the study comprised 1,835 teachers, from which a sample of 317 teachers was selected using a multistage sampling procedure. Data were collected using the Teachers’ Time Management Questionnaire (TTMQ) and Students’ Academic Outcome Proforma (SAOP). The instruments were validated by experts, while reliability coefficients of 0.87 and 0.70 were obtained for the time utilization and time planning dimensions, respectively. Data collected were analysed using mean and standard deviation to answer the research questions, while Pearson Product Moment Correlation was used to test the null hypotheses at the 0.05 level of significance. The findings revealed that teachers’ time utilization was practiced to a high extent, with a grand mean of 3.20, while teachers’ time planning was also practiced to a high extent, with a grand mean of 3.27. The findings further revealed a positive but statistically non-significant relationship between teachers’ time utilization and students’ academic outcomes (r = .098, p = .086). Similarly, teachers’ time planning had a positive but statistically non-significant relationship with students’ academic outcomes (r = .041, p = .469). Consequently, the two null hypotheses were retained at the 0.05 level of significance. The study concluded that although teachers practiced time utilization and time planning to a high extent, neither dimension had a statistically significant relationship with students’ academic outcomes in the study area. It was recommended that school administrators should encourage teachers to utilize instructional periods effectively and minimize time wastage, while teachers should develop realistic lesson plans, schemes of work, and instructional schedules to support effective teaching and learning.
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References
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