Effect of Integrated Study Reading on Polytechnic Students’ Time Management and Academic Achievement

Abstract

Being a key factor in academic achievement, polytechnic students are taught study reading on the assumption that they will practice it on their own. The reality, however, is that most students do not practice it because there is no institutionalized regulated monitoring. The common trend among majority of the students is to delay serious reading till few days to examination. This leads to ineffective time management and low academic grades. This study was conducted to see how the integration and proper monitoring of students’ practice of study reading will affect their time management and academic achievement. Three null hypotheses were tested. 400 students from three departments in three faculties of a polytechnic were selected and randomly assigned to experimental and control groups of 200 each.  After they were lectured on the study reading skills and time management practices, the experimental group was monitored and effectively guided to put study reading to use. Two instruments used were Effect of Integrated Study Reading Questionnaire and Tests of Students’ Achievement. Results showed a significant difference in academic achievement (t(398)=11.11, p < 0.05) and time management practices (t(199)=22.30, p<0.05). There was however no significant difference in ND/HND experimental students’ time management. The study therefore concluded that students can be less wasteful with time and make high grades in examinations if closely monitored and supervised to engage in study reading. It was, therefore, recommended that necessary institutional arrangements should be made for the students to be instructed in the importance of time management and closely monitored in study reading.

Keywords: Study Reading, Integrated Study Reading, Academic Achievement, Time Management