scholarly journals Entrepreneurial Readiness among Female Students: Does the Effectiveness of Time Management Matters in Attempting Businesses?

2021 ◽  
Vol 11 (12) ◽  
Author(s):  
Noorkartina Mohamad ◽  
Nor Ermawati Hussain
Keyword(s):  
Time Management ◽  
Female Students ◽  
Entrepreneurial Readiness

scholarly journals Time Management to Reduce Delays in Middle School Students

2020 ◽  
Vol 8 ◽  
Author(s):  
Aini Nadhifah Purnamasari ◽  
Suroso Suroso
Keyword(s):  
Time Management ◽  
Female Students ◽  
Daily Activities ◽  
Single Subject ◽  
Research Subjects ◽  
School Students ◽  
Single Subject Research ◽  
Intervention Process ◽  
The Subject ◽  
Fourth Session

This study aimed to determine the effectiveness of providing time management assistance.  to reduce the intensity of tardiness in 7th grade female students.  This research is an experimental study with a single subject research.  Interventions were carried out on research subjects and parents.  Intervention by accompanying the subject in managing the time of daily activities clearly and in writing, while the subject of intervention in parents is psychoeducation.  Interventions conducted on the subject were done in 4 sessions with each session carried out for 60 minutes where in the first session the subject was given an explanation of the importance of time management, in the second session the subject was asked to detail the important daily activities and must be carried out and determine the time at  each activity, in the third session the subjects were asked to evaluate related matters that did not support the fulfillment of the specified time management and the things that might be done to keep doing activities in accordance with the time specified and for the fourth session the subjects were asked to  evaluate the entire intervention process and conclude with regard to its effects.  The intervention that was carried out to parents was carried out 1 time with a duration of 30 minutes.  The result of the intervention is that the research subject can manage the time of daily activities more clearly and in writing so that he can follow the set time.  In the subject's parents, the subject's mother understood more about the subject's problems and needs so that the parents paid more attention to the subject and determined someone to bring the subject to school at the designated time.  From the interventions carried out, there are changes in the way of thinking and attitudes towards the subject and parents of the subject which are expected to reduce the intensity of the subject's lateness to school.

Research into the Experiences of Physical Activity of Female Students, Enrolled in Vocational Education

2015 ◽  
Vol 2 (44) ◽  
pp. 22-28
Author(s):  
Tadas Gulbinas
Keyword(s):  
Physical Activity ◽  
Physical Health ◽  
Vocational Education ◽  
Time Management ◽  
Scientific Literature ◽  
Female Students ◽  
Regular Physical Activity ◽  
Management Skills ◽  
Emotional Wellbeing ◽  
Physically Active

The benefit of regular physical activity to physical health has been proven. Regular physical activity guarantees better and longer life, physical and emotional wellbeing, reduces the risk of various diseases. If female students’, enrolled in vocational education, experiences of physical activity in schools remain unknown, it will be difficult to promote physically active lifestyle. The aim of the paper is to analyse female students’ experiences in PE lessons and outside of school hours. Research methods: scientific literature overview, qualitative research, analysis of open-ended survey data. The research findings show that female students’ experiences in PE lessons and outside of school hours are bad. The respondents did not emphasise the benefit of physical health at all. Although scientific literature provides many types of barriers to physical activity; only some of them were identified and were mainly related to time management skills.

scholarly journals Translation Online Learning during Coronavirus Lockdown: An Evaluation of Student-Centered Learning at Selected Jordanian Universities

2021 ◽  
Vol 11 (6) ◽  
pp. 196
Author(s):  
Ogareet Khoury ◽  
Bassam Al-Saideen ◽  
Nayel Al-Sharah ◽  
Raeda Tartory ◽  
Feda Ghnaim ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Time Management ◽  
Female Students ◽  
Male Students ◽  
Student Centered ◽  
Student Centered Learning ◽  
Significant Difference ◽  
Gender Based ◽  
Senior Students

The Jordanian Ministry of Higher Education has recently released general guidelines for universities to adhere to in online education. Applying a student-centered approach in online learning was highly stressed in the ministry’s guidelines. In response to the ministry’s vision, the present study aims at investigating the effectiveness of online education in promoting student-centered learning at three Jordanian universities (two private and one public). One hundred and nine translation senior students were surveyed on their perception of the application of a student-centered approach in the translator training programs. The questionnaires were designed in open format items on which respondents were required to comment freely. However, data were analyzed quantitatively and qualitatively. As the ratio of male students to female students in the programs is almost 3:7, the responses received from female students were almost three-folds the responses received from male students. The results of the study revealed that male and female students responded positively on four of the seven questioned aspects and negatively on three of them, with no gender-based statistically significant difference in the responses. The positive perceptions in online learning pertain to autonomy and responsibility, translation authentic projects, absence of teacher-centered learning and reflection of students on their own learning, while the drawbacks were reflected in areas related to teamwork, peer review, and time management.   Received: 23 June 2021 / Accepted: 2 September 2021 / Published: 5 November 2021

scholarly journals Understanding Students’ Engagement with Personalised Feedback Messages

2019 ◽  
Author(s):  
Hamideh Iraj ◽  
Anthea Fudge ◽  
Margaret Faulkner ◽  
Abelardo Pardo ◽  
Vitomir Kovanović
Keyword(s):  
Student Success ◽  
Time Management ◽  
Female Students ◽  
Student Feedback ◽  
Call To Action ◽  
Course Success ◽  
Socioeconomic Diversity ◽  
Why Questions ◽  
Personalised Feedback ◽  
Practical Implications

Feedback is a major factor of student success within higher education learning. However, recent changes-such as increased class sizes and socioeconomic diversity of the student population-challenged the provision of effective student feedback. Although the use of educational technology for personalised feedback to diverse students has gained traction, the feedback gap still exists: educators wonder which students respond to feedback and which do not. In this study, a set of trackable Call to Action (CTA) links was embedded in two sets of feedback messages focusing on students' time management, with the goal of (1) examining the association between feedback engagement and course success and (2), to predict students' reaction to provided feedback. We also conducted two focus groups to further examine students' perception of provided feedback messages. Our results revealed that early engagement with the feedback was associated with higher chances of succeeding in the course. Likewise, previous engagement with feedback was highly predictive of students' engagement in the future, and also that certain student sub-populations, (e.g., female students), were more likely to engage than others. Such insight enables instructors to ask "why" questions, improve feedback processes and narrow the feedback gap. Practical implications of our findings are further discussed.

scholarly journals An Exploration of Experiences and Academic Challenges of African Female Student at University of Zululand, South Africa (UNIZULU)

2018 ◽  
Vol 8 (3) ◽  
pp. 43-54
Author(s):  
Ankur Tewari
Keyword(s):  
Leadership Style ◽  
Time Management ◽  
Mathematical Knowledge ◽  
Role Model ◽  
Female Student ◽  
Academic Support ◽  
Academic Preparation ◽  
Female Students ◽  
Academic Challenges ◽  
Female Role Model

Most African female students are weak in accounting. They feel that accounting is a male-dominated subject. Studies have shown that females consider accounting to be the masculine career. This study is an attempt to understand the academic challenges and experiences of African females at UNIZULU. With the aid of structured questionnaires, varied experiences and challenges of African female students at UNIZULU were captured and studied. Among the variety of experiences, few important ones are highlighted: academic support of lecturers, teaching and leadership style of lecturers, academic preparation of students, understanding of language and curriculum problems. In terms of challenges, students face problems related to language barriers, mathematical knowledge, time management, discipline and conduct, lack of female role model among others. The study suggested that UNIZULU should follow the gender-sensitive leadership and mentorship programs to improve female academic performance in the accounting modules. 

scholarly journals Senario Masalah Pelajar Universiti Utara Malaysia

2009 ◽  
Author(s):  
NAJIB AHMAD MARZUKI ◽  
CHE SU MUSTAFFA ◽  
ZARINA MAT SAAD ◽  
SUHANIM ABDULLAH
Keyword(s):  
Learning Environment ◽  
Parenting Styles ◽  
Time Management ◽  
Teaching Method ◽  
Self Esteem ◽  
Academic Stress ◽  
Female Students ◽  
Dominant Factor ◽  
Cross Sectional Survey ◽  
Cross Sectional

Students of higher learning institutions inevitably face many problems during their studies. The problems faced are academic stress, time management, adjustment, teaching method, student-lecturer communication, learning environment and heavy workload. Students’ self-esteem and parenting styles also contributed towards such problems. The aims of this study were to identify the contributing factors based on several demographic components, to examine the relations among the factors and to propose some suggestions to help students deal with the problems. A cross-sectional survey was employed and data were collected using questionnaire. A total of 1923 respondents were chosen to participate in the study through stratified-random sampling. Results indicated that adjustment was the most dominant factor among male and female students. Among the most dominant factors based on ethnicity were adjustment, self-esteem, time management, student-lecturer communication and teaching method. There were relationships between academic stress and other factors such as time management, students’ workload, parenting styles, and self-esteem. In addition, adjustment was found to have relationships with time management, self-esteem, learning environment, parenting styles, teaching method, studentlecturer communication and workload. Results also showed female students having a higher level of academic stress compared to their male counterparts. Malay students also had a higher level of academic stress than other ethnic groups. In term of academic discipline, there were significant differences in four factors which were academic stress, workload, learning environment, and parenting styles.  

scholarly journals Study Habits of Undergraduate Students During Pandemic of Covid-19

2021 ◽  
Vol 1 (1) ◽  
pp. 37-51
Author(s):  
Tri Angkarini
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
English Education ◽  
Study Strategies ◽  
Female Students ◽  
Study Habits ◽  
Learning System ◽  
Learning Activities ◽  
Male Students ◽  
Face To Face

The spread of the corona virus (COVID-19) forces face-to-face learning activities to turn into virtual meetings in various online applications. This new learning system requires students to adjust their learning habits and be different from what they receive in conventional face-to-face classes. This study designs to determine the study habits of students during the COVID-19 pandemic. Seventy three undergraduate students from the Department of English Education, Universitas Indraprasta PGRI on Academic Year 2019/2020 was involved in this study. To collect data used a questionnaire containing 30 items with 2 answer options; and analyzed descriptively by considering five indicators of study habits (Time Management, Classroom Attendance & Participation, General Study Strategies, Exam Preparation and Note-taking). The results indicated that female students had better learning habits than male students, especially in time management, were active in learning activities, the ability to find learning materials / references, and the ability to take notes in general. Meanwhile, male students are more prepared than female students. The implications of this study are also a big part of the discussion in this article.

scholarly journals Improving students’ performance with time management skills

2021 ◽  
Vol 18 (4) ◽  
pp. 230-250
Author(s):  
Robert Wilson ◽  
◽  
Keith Joiner ◽  
Alireza Abbasi ◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Undergraduate Students ◽  
Time Management ◽  
Female Students ◽  
Control Group ◽  
International Studies ◽  
Management Skills ◽  
Academic Settings ◽  
Academic Results

Research at the University of New South Wales with Defence Force Academy students found timemanagement skills significantly improve the academic results of male students but not female students when controlling for the usual effect of prior academic ability. While much previous research has revealed a positive link between time management and academic results within civilian environments, there is a lack of research on this link in dual-military or employment and academic settings. Our research also extends on many national and international studies’ by researching the efficacy of a direct training intervention in time-management skills. The study is unique in evaluating the size of the likely effect on academic results. This study used a mixed-methods evaluation design and a standardised questionnaire to compare two groups of 70 first-year undergraduate students. The experimental group were taught time-management skills in a workshop setting, while a control group did not attend time-management workshops. While the time-management workshop interventions did not improve the academic performance of female students, female students did benefit comparably to males in fewer subject failings and improved attitudes towards time-management attributes. The findings confirm an effect between time-management skills and academic success that offers substantial savings from fewer lost students. Recommendations are made to improve time-management skills and academic performance for all transitioning university students and examine if this significant effect translates to other initial training employment.

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