Time Management’s Abilities on Academic Success among Colleges of Education’s Students in North-East Nigeria

Abstract

This study investigated the effect of time management competencies on academic performance among students in Colleges of Education across North Eastern Nigeria. The analysis focused on five key dimensions: goal-setting, scheduling, procrastination avoidance, self-discipline, and time-tracking. Using a quantitative survey design, data were collected from a sample of 368 students. Findings showed that, on average, students demonstrated moderate engagement in all five areas. Goal-setting exhibited a moderate positive correlation with CGPA (r = 0.421, p < 0.05), while scheduling emerged as a significant predictor of academic performance (R² = 0.183, β = 0.382, p < 0.05). Procrastination avoidance (β = 0.371, p < 0.05) and self-discipline (β = 0.445, p < 0.05) also strongly predicted academic outcomes, each explaining notable variance in CGPA. Additionally, time-tracking was positively and significantly associated with academic success (r = 0.472, p < 0.05). Collectively, these dimensions contributed varying but meaningful effects on students’ achievement levels. The study concludes that embedding structured time management training into teacher education curricula—emphasizing goal-setting, effective scheduling, and consistent time-tracking—while fostering self-discipline and reducing procrastination, has the potential to substantially improve academic results.