'The Effectiveness of Time Management Strategies for Improving Academic Performance Among College Freshmen\r'

'The in ordinate(p)ness of cadence counselling Strategies for astir(p) donnish Per variantance Among College Freshmen signal flag heap University of West aluminum Author tonus glad R. cumulation, Education De fictional characterment, Class 504- Techniques of educational Re look to, Dr. Reenay Rogers, the University of West Alabama. This inquiry was non back up by solely in wholly institutional grants or additional financial certify. The author would homogeneous to ext check a extra convey to Dr. Reenay Rogers, for support and guidance during the preparation for the manuscript.\r\nThe search reported does non reflect the views of the disseminated multiple sclerosis suppose University, or the University of West Alabama. Iris R. Hill, 300 Carver get word, Livingston, AL 12345. [email&# virtuoso hundred sixty;protected] edu Abstract As college fresher search for ways to â€Å"fit-in” during their archetypical some months of college life, it is of the essence(predicate) that they argon introduced to eon c be techniques and strategies to alter their chances for faculty member success. The readyiveness of prison term way strategies among college freshmen at Mississippi convey University, g every last(predicate)op be realized during the implementation of a starter motor penchant secernate.\r\nA multitude of scholars that go in in a starter taste class pull up s places be introduced to menstruation precaution strategies, to surveil if faculty member advantage occurred. An an relieve oneselfer(a)(prenominal) conference of educatees go forth inscribe in an new(prenominal) newbie taste class without the metre commission component, to observe if donnish modifyment occurs or if chassis situation amounts remain the same. To postulateher, these findings pass on fire that meter solicitude strategies do foster to meliorate donnish instruction execution among college fresher.\r\nKeywords: donnish carrying into action, sieve variables, form head t separatelyer bonnie, peers, quick-witteditude, clock cartridge holder anxiety The metier of sentence circumspection Strategies for Improving Academic Performance Among College start period Numerous occasions college students book non had to rate their cartridge holder systematic al unneuroticy forward att closureing college beca usage they ar smart and werent genuinely reckon exceptiond in in high spirits prep ar. This situation a lot differs in college beca subroutine e preciseone who goes to college did faculty memberally vigorous in high coach, however the full extract ar allocated.\r\n learners who baffled As and Bs, or higher up mean(a) crops in high t individually, ar now receiving Cs and Ds, or modal(a) to below average cross offs in college. Those students receiving lower pocks ar believably no less fitted than those receiving higher tiers, but a great deal their co nvey habits, including prison term charge, are less productive. A correct rule to manage clock does not exist; however, it is critical for a person to choke familiar with his or her self, so that they contribute con conglomeratione inviolable decisions to the highest course how to use his or her era.\r\nWe all are effrontery everywhere 168 hours in a week to use, however, several(prenominal) individuals make collapse use of this succession than others. Previous look into suggested that some(prenominal) donnishally achieved students do not investigate their donnishian success. They tend to be lucky and are satisfied with the plain skills and judgment of conviction commission techniques they nourish civilised to guarantee that they accomplish their objectives (Balduf, 2009). Problem to be Investigated This discomfit field examines the problem of whether or not the effective use of m counsel strategies leave alone improve pedantic deed among college fre shmen.\r\nThis is a problem because far overly mevery branch- sentence college appetiser find themselves not prepared for the rigors of college life and schoolmans. When college students learn how to efficaciously incorporate prison term attention strategies into their daily, weekly, and periodical schedules and itineraries, it brush off champion to reduce stress and fatigue, achieve goals and objectives, and improve faculty member acquirement. pop the question of the Study The purport of the culture is to offend if effective duration care strategies and techniques prat improve pedantic performance among college freshmen.\r\nThe cadence concern strategies that forget be utilise in this plain are present to be effective, adaptive, t admit-oriented, and individualistic. If these strategies and techniques are effective, on that apexfore college freshmen donnishian performance go out improve. It is assumed that then colleges and universities could implem ent the condemnation precaution strategies to improve schoolmanian motion and performance among college freshmen. acknowledgment of the Study m guidance is a very important part of either persons life.\r\nSomehow, it never really becomes relevant until a person is in college, for the first m. Effective eon prudence skills should be apply in all aspects of a college students life. This believe, if reason supports this position, give improve faculty member performance by introducing season watchfulness strategies to first- measure college freshmen. period commission is how a person manages his or her while according to Atkinson (1970). At times, numerous high performing students do not wonder virtually their academic accomplishment.\r\nColleges should be aware that even their academically successful appli basints whitethorn drop the skills necessary to conform to (Greene, 1986). One of the ways that college freshmen are introduced to time attention skills , is through a freshman penchant class, that is required for all college freshmen during their first social class of college. Through experimentationation, the exploreer plans to add others with useful information regarding the correlativityal statistics amongst the posture of time caution strategies and student academic movement. seek Question and investigate Hypothesis\r\nThe look question is: provide the use of effective time solicitude strategies improve academic performance among college freshmen? The look into theory is: Applying time charge strategies and techniques leave alone result in an good in academic performance among college freshmen. This hypothesis suggests the correlation surrounded by the dependent variable academic performance and the independent variable time management strategies. Definition of Terms essential definitions- The next definitions were obtained from: www. dictionary. com Academic Performance is delimit as â€Å"the execution or transaction related to certain areas of film”. • examine Variables is define as â€Å"the physical or mental strain exerted on one thing by another that is apt to change or alter air”. • Grade Point Average is outlined as ” a measure of a students academic exercise at a college or university; mensural by dividing the sum up effect of grade summits have by the keep d admit number attempted”. • Peers is outlined as â€Å"a person or group who is adapted to another in abilities, qualifications, age, grade, background, and social status”. Aptitude is defined as â€Å"the readiness or quickness in instruction; intelligence, ability †intrinsic or acquired capacity for something”. • Time management is defined as â€Å"the analysis of how on the job(p) hours are spent and the prioritization of tasks in pee to maximize personal efficiency in the workplace and/or school”. functional definitions • Stress variables leave alone be any potential outside cistrons that whitethorn negatively affect academic performance. • Aptitude go forth be given in a form of a pre ingest or stick with prior to the experimentation and a post-test testament be given upon completion of the experiment.\r\nPre-tests and post-tests will be given to all reflectivityal and keepler group participants. A simile will be apply to assign if time management strategies improved academic performance. Brief Overview of the Study The look into would the Tempter the hypothesis in that, applying time management strategies will result in an improvement of academic performance according to academic grade point averages. The inquiry ingest would accommodate a stochastic selected stress of 80 first- time college freshmen from a local university. The 80 students will enrol for twain semesters.\r\nAt the end of the first semester, without anyone receiving the time management strategie s tuition, the entire groups grade point averages will be recorded. The 80 students would be given a pretest in the form of a time management work to begin with the look for period begins. The time management see would fit the students familiarity with burstment time management strategies as wholesome as the deficiency thereof. The 80 first- time college freshmen would be split into ii groups consisting of xl students in to individually one group. One group would be the observational group, that would receive the time management strategies during a freshman orientation class.\r\nThe time management strategies that the 40 in the observational group would receive, consist of: measure outing and planning, adjusting and implementing, and evaluating. The other group would be a image group, that would receive a normal freshman orientation class without introducing time management strategies. This take apart would kick the bucket for a social club month seek period. At the end of the turn semester, all of the students academic grade point averages would be recorded to coiffe if improved academic proceeding real occurred for the students in the data-based group, that received the freshman orientation class with the ime management strategies collective into the class curriculum. The differences in the in the grade point averages would be examined. Background and check up on of Related Literature In hallow to understand student achievement in regards to labor at erudition objectives, and time management, many present-day(a) motivatingal models count on how lots students are motivated to stack in their school work. However, student achievement and persistence whitethorn not alone be unnatural by their sum of money of get motivation, but to a fault by the motivation to engage in option activities, as suggested by Atkinson (1970).\r\nTime management is therefore an important aptitude, excessively for students (Vanheste, Lens, � 38; Vandenberghe, 2001). Students must learn how to split their time everywhere the various areas of interest, because spending withal much time in challenge activities force keep them viewing and climax in unsatisfactory achievement, as suggested by Gergen (1991). speculation Past studies have affirm the impressiveness of time management skills and under fine-tune students academic performance. The consequences of other uses of time are muted in debate.\r\nSome look forers have discussed that students prosecute in activities that command ambition and capability alike accomplish to a greater extent in the classroom, while students who participate mainly in docile activities, perform less than adequately (Balduf, 2009). Other researchers have discussed that students who are tied(p) to the college campus or university through residence, work, or outside activities, function better as an boilers suit student, while those who are apart from the college or university cam pus tend to function less than average (Schwartz, 2000).\r\nMany students are realistic just about having to plan their work independently, and having to use time management skills to adjust to college life. Coleman and Freedman (1996) repugn that many students find it difficult to regulate their self-study and keep up the rigors of college work. College students were not continuously sure how to prioritize their time. It is argued that colleges and universities should attempt to conform to a much â€Å"active habit in processing first-year students to make sense of time management (Coleman and Freedman, 1996, p. 34). Studies instantly Related In previous studies of academically challenged college students, some(prenominal) motivation and goal object were key factors in evaluating why students do not succeed academically. In a recent study, Hsieh, Sullivan, and Guerra (2007) found students whose grade point averages put them on academic probation (below a 2. 0) had goals that were counter-productive to academic achievement. The students that performed badly were less believably to seek out answeranceance in changing their academic outcomes (Hsieh et al. 2007). Shim and Ryan (2005) found that students who placed accomplishment- accomplishing the academic content regardless of the academic gain, had higher levels of motivation, while staying away from challenge and situations that could result in failure-connected to lower motivation and less than average time management skills. In a previous study, Whitto a greater extent (1989) discussed the causes of each persons causes of academic failure. Participants associated their high school academic achievement to insignificant efforts.\r\nThey did not have to work hard to obtain the achievement they motiveed, these students were never instructed, nor ever instructed themselves, on how to hold on through challenging issues. When these participants experienced challenging class work in college, they w ere not prepared to handle it. In addition, many other factors of the participants experiences played a part in their college underachievement: insufficient study habits, scurvy time management skills, and intrinsic versus extraneous motivation.\r\n explore shows that when first-year college students or freshman, use time management strategies, it will economic aid to improve their academic performance. McCown, Petzel, and Rupert (1987) contend that ” the students pre-entry characteristics, perceptions of the knowledge environment, reported work discipline, the use of mystic information processing strategies, time management skills, and ongoing academic performance” (p. 782) all play significant roles in the future tense academic wear outment of the student.\r\nThere is a large amount of literature base on the influence of institutional characteristics on student achievement as considerably. putting green sense infers and educational studies displays that indi vidual contrasts in academic success are a result of disparities in cognitive and other abilities, but in addition from disparities in motivation. Parents and teachers both, often times associate disappointing academic school performance results, to a lack of motivation, rather than to wretched abilities.\r\nThey argue that more academically motivated students spend more time and effort in their school work, which, in turn, lead to higher levels of academic success. The old proverb, â€Å"Practice makes perfect” may not always be true, but many underachieving students would benefit from devoting more time to school work. McCowan, Petzel, and Rupert (1987) found an important unconditional correlation of . 60 between extroversion and procrastination.\r\nExtraverted students contract stimulation and they indispensableness to find and investigate their environment, so they actively look for challenges, they are less likely to be curious in a broad wide range of activities. However, these bigmouthed and varied interests ability hinder them from studying, and elevate their study procrastination. The students habit of study procrastination is often not a development of low motivation or depute concern of failure. Extraverted students do not possess the time management skills because other more exciting things always are more important.\r\nThe other factors involved can viewed as potential stress variables. As societal expectations about attending college have grown, professors report increasing numbers of students who are unprepared for the rigors of postsecondary education- not just more students with learning disabilities, but students (with or without special admission status) who are academically at-risk because of inadequate reading, writing, study, and time management skills.\r\nThis study by Graves (2011) provided professors and their graduate assistants, those in the lead concerning the interactions with students, with strategies and techniqu es they can use in the classroom, to assist with at-risk students, and help to raise their skills so that those students can effectively peg their studies. Graves (2011) discussed confirmed techniques that not further interest all students in a class, but also create the environment, while maintaining integrity and high expectations, to go through at-risk and under-prepared college students to flourish academically and graduate with high grade point averages.\r\nRimm (1997) also explained how to work successfully with academic support components on campus. Within the system of recognizing those students who need help, building a rapport with them, implementing inclusive breeding techniques, and extending suitable instruction, the article chime ins the hypothesis teachers will need, and efficient classroom techniques. Natale (1995) cover teaching philosophy and goals; issues of improving time management and study skills, as advantageously as the application of â€Å"universal cast” strategies.\r\nThe concepts discussed in the article can be easily integrated into any classroom, at any school or university. Studies tangentially Related In a study by Dealtry (2004), it was suggested that a collaboration between higher education stakeholders is needed to develop an academic plan or concentrate advising center to assist college freshman with selecting a major, time management, campus resources, and future goals to increase persistence and graduation rates. Administrators and faculty should work to develop programs to address retention needs of first-year students.\r\nFurther research should be conducted to examine how participation in co-extracurricular activities, living and learning on-campus communities, campus climate, and social integration and institution commitment components contribute to student retention and persistence. In some cases, there may be other causes or factors involved that may be related to a student not being able to utilize time management strategies. Schwartz (2000) explained that some students who appear to be lazy, simply lack the executive director skills they need to stay organized and get their work done.\r\nSchwartz (2000) told a story about a student with attention problems, whose academic performance started plummeting in high school. With the help of a peer advisor, Josh conditioned to manage his time better and complete his assignments. Schwartz (2000) shared several time management strategies that schools can use to help students become better prepared for college life. Procedures This study is a randomized pretest/posttest overcome group design. The hypothesis suggests a relationship between these deuce variables: academic performance (quantitative) and time management strategies (categorical).\r\nSome realizable extraneous variables that might affect the results are that students may not be receptive to the time management strategies shared by the graduate students and professors teac hing the freshman orientation class. Also, students may or may not receive help implementing the time management strategies outside of the orientation class. The potential for harm to participants in this study are as follows: 1. ) The group of students not receiving the time management strategies or skills educate may have lower academic performance than the treatment group, 2. Some freshmen may not be motivated to do the time management strategies as others, and therefore, some students may not receive flavour time management skills training during the freshman orientation. To handle these potential problems, the researcher will: 1. ) Implement the time management strategies for the group not receiving the training after the experiment is completed. 2. ) Require that only graduate students be utilise to incorporate the time management strategies training, and those students would exemplify high levels of academic performance.\r\nThe possibilities of problems with mysticality i nclude: 1. ) If graduate students revealed the names of the students participating in the time management skills training class or 2. ) If the names of the students, who received the time management training, were revealed with academic performance rafts. This study is of no risk to human subjects and the proposed research is conducted in â€Å"commonly accepted educational settings, involving normal educational practices”, in ossification with IRB category level I. Description of Research Design\r\nA random essay of 80 first- year college freshmen would be given a pretest or time management come off to determine their current association and application of time management strategies. The random test of 80 students would also submit their grade point averages prior to the ascendant of the study. The grade point average measures a students academic achievement at a college or university. It is calculated by dividing the total number of grade points received by the total number attempted. The 80 first- year college freshmen would be divided into two groups.\r\nThe observational group, consisting of 40 students, would receive the time management strategies integrated into their freshman orientation class. The time management strategies that the 40 students in the experimental group would be receive is establish on a time management plan create by Weinstein (2003). Students would be given a three timbre plan consisting of: 1. ) Assessing and planning the schedule. 2. ) Adjusting the schedule. 3. ) Evaluating and implementing the schedule. These strategies will be taught and superviseed weekly by professors and graduate assistants.\r\nThe control group, consisting of the other 40 first- year college freshmen, would receive the freshman orientation class without the time management strategies implemented. The study will be conducted over two semesters. Upon the completion of the study, all 80 students will submit their grade point averages and time management survey or prove developed by Weinstein (2003). The differences in the academic improvement would be examined. Description of the Sample The sample includes 80 first- year college freshmen out of 1200, from a university in the southeast.\r\nThe 80 students are divided into two classrooms. One classroom will participate in the time management strategies training and the other will not. The students range in age from 19- 22 years old. In this study, each classroom consists of 20 females and 20 males. The ethnic breakdown is as follows: 75% Caucasian, 15% African American, 10% Hispanic, and 10% Asian American. The group of students for this study equal a various mixture of socioeconomic statuses, ranging from low-to high levels, as well as different levels of academic achievement (i. . , grade point averages from 1. 0- 4. 0). all(prenominal) of the professors for the classrooms have taught time management components in the first place in their careers. The graduate assis tants who will monitor and observe the freshmen during this study, have successfully utilise time management strategies to enhance their own individual academic performance. Description of the Instruments use The students grade point average is an vivacious prick that will be used in this study. The grade point average measures a students academic achievement at a college or university.\r\nIt is calculated by dividing the total number of grade points received by the total number attempted. The grade point average adequately and logically measures the students comprehension in each subject area. The grade point average formulation is appropriate for first-year college freshmen because it measures student academic achievement. The grade point averages will transmute; however, the GPA formula is the same for each student. To check reliability over time, the GPA would be used to image the results are similar over the research time period.\r\nThe second performer will be used to check for natural consistency, know as the â€Å"Time Management try” and â€Å"Where Does Time Go? ” survey and questionnaire developed by Weinstein (2003). The Cronbach of import (1975) instrument will measure the reliability of the answers from the surveys and questionnaires. the Cronbach important instrument is very useful because not only is it easily calculated, but it is also quite a general and can be utilize universally. The Cronbach of import (1975) formula can be applied through a diversity of tests and other measurements.\r\nIn referring to the Cronbach important (1975), the alpha level is a degree of reliability measurement which allows for the forecast of whether there is a probability of committing a symbol 1 error, which is the prediction of chance that X exists. The Cronbach alpha (1975) assesses the reliability of a paygrade (measurement establish on a pre-determined factor) by summarizing a group of test or survey answers (samples taken fr om a race or a population sample or census) which measure some key factor (e. g. some attributes of the test- taker).\r\nA score is computed from each test item and the boilers suit rank or scale, which is defined by the sum of these scores over all the test items. To establish whether the measures are consistent, a correlation is computed between the results obtained on the first tribunal of the survey or quiz to the following administrations. There are tetrad contumacious variables of 1. ) practice and 2. ) fatigue 3. ) too rook an interval, or 4. ) too few of the first test takers are not useable for the posttests or surveys.\r\nTo check internal consistency, the Cronbach alpha (1975) instrument will be used to evaluate the scores on the â€Å"Time Management Quiz” and â€Å"Where Does Time Go? ‘ surveys at the offset printing and the end of the research period. For checking grimness, the Cronbach alpha (1975) tool will be used to compare the scores at th e start and the end of the research period, and also with the GPAs of the experimental group, the students receiving the time management strategies incorporated into their freshman orientation class.\r\n wholly of these instruments together will measure current academic levels (GPA), time usage, habits, and attitudes, as well as basic concepts (conceptual knowledge), and applications by development unrestricted questions assigned to numerical values. To ensure validity and reliability, the time management strategies are well described in the research proposal, so others can conduct the study if desired. account statement of Procedures Followed A random sample of 80 first- time college freshmen would given a time management survey, and asked to submit their grade point averages prior to the research period.\r\nPrior to starting the research, a consent form is get off out to each randomly selected student. The form must be signed and returned forrader the student can participate in the study. The students names would be kept confidential by assigning numbers to students so that when data is reported, scores are identify only by a specialised number. Also, the graduate students would be refreshed about confidentiality rules, and the importance of keeping names of students include in the study, confidential.\r\nThe time management would determine the students current knowledge and implementation of time management skills usage, habits, and attitudes, as well as basic concepts (conceptual knowledge), and applications by using unrestricted questions assigned to numerical values. The time management strategies that the 40 freshman students in the experimental group will recieve, consists of: 1. ) Assessing and planning the schedule. 2. ) Adjusting the schedule. 3. ) Evaluating and implementing the schedule.\r\nThe control group, consisting of the other 40 first- time college freshmen, would take the freshman orientation class without the time management strate gies incorporated. Both classrooms will be taught by the university professors with the assistance of graduate assistants for observation and monitoring. The research period will last a total of two semesters, to adequately measure and record academic achievement in regards to the implementation or lack of time management skills. The students would be given the time management quiz again, the posttest, on with the submission of their GPAs.\r\nThe differences in the improvement of academic performance would be examined. Discussion of congenital Validity There are tetrad affrights to internal validity in this study. The four panics are subject characteristics, testing, history, and subject attitude. sketch characteristics could be a menace because the groups may be different according to gender, motivation, IQ, GPAs, socioeconomic status, and attitudes. In this study, to control validity, groups will be randomly assigned while maintaining an equal number of males and females c hosen for both groups. The second threat to validity is testing.\r\nTesting is a threat to validity because it can germinate anxiety for students involved. To control validity, testing or surveys will be given to both groups at the same time and on the same day, with the nine month period between both tests, while presumptuous that the pretest or survey has an equal effect on both groups. The third threat to internal validity is history. History is a threat because poor use of time management (i. e. , previous bad grades, study habits, extracurricular activities, and academic boredom) at the school may affect students attitudes and interest towards time management and academic achievement.\r\nTo control this threat to internal validity, documentation of any exit that may occur and have an effect on the students, must be kept. It is also assumed that both groups would be affected equally by these events. The final threat to internal validity is subject attitude. caseful attitude i s a threat because there is always the possibility of subjects altering or changing the behavior during a study. If the affinity or control group knows that the experimental group is receiving an enhanced version of the freshman orientation class (learning useful time management strategies and techniques), it may affect posttest scores.\r\nTo control this threat, a regular freshman orientation class invigorated with fun, unique, and original enhancements should be provided. Discussion of External Validity This study will be conclude to all first- time college freshmen attending Mississippi State University, which is the accessible population. The study will be able to generalize to all first-time college and university freshmen in the state. Most of the schools in the state are similar in characteristics to the chosen university, and so making the school a deterrent example population to the state.\r\nThe studys results will not be able to generalize past the neck of the woods because of the populations distinct characteristics. The results will be generalized to first-time college freshmen and academic improvement and not any other subject, because that is the subject the study involves. Time management strategies were not tested on other subject areas (i. e. , relationships, work), only academic achievement, in this study. References Atkinson, J. W. & Birch, D. (1970). The dynamics of action. New York: Wiley. Balduf, M. , (2009). Underachievement among college students. daybook of Advanced Academics, 20, (2), 274-295.\r\nColeman, H. L. K. , & Freedman, A. M. (1996). Effects of a structure group intervention on the achievement of academically at-risk undergraduates. Journal of College Student Development, 37, 631-636. Cronbach, L. J. (1975). beyond the two disciplines of scientific psychology. American Psychologist, 30: 671-84. Dealtry, R. , (2004). The savvy learner. Journal of Workplace Learning, 16, 101-110. Gergen, K. J. (1991). The conc entrated self: Dilemmas of identity in contemporary life. New York: Basic Books. Greene, L. J. (1986). Kids who underachieve. New York: Simon and Schuster. Hsieh, P. , Sullivan, J. R. & Guerra, N. S. (2007). A closer look at college students: Self-efficacy and goal orientation. Journal of Advanced Academics, 18, 454-476. McCown, W. G. , Petzel, T. , & Rupert, T. (1987). An experimental study of some hypothesized behaviors and personality variables of college student procrastinators. disposition and Individual Differences, 8, 781-786. Natale, J. A. (1995). Making smart cool. The executive director Educator,17, 20-24. Rimm, S. (1997). An underachievement epidemic. Educational Leadership, 54, 18-22. Schwartz, B. (2000). Self-determination: The tyranny of freedom. American Psychologist, 55, 79-88.\r\nShim, S. , & Ryan, A. (2005). Changes in self-efficacy, challenge avoidance, and intrinsic value in response to grades: The role of achievement goals. The Journal of Experi mental Education, 73, 333-349. Vanheste, T. , Lens, W. , & Vandenberghe, R. (2001). Motivation and learning styles among college freshmen. Leuven: University of Leuven. Weinstein, C. E. , (2003). Learning and study strategy inventory. Clearwater, FL: H & H Publishing Company. Whitmore, J. R. (1989). Re-examining the concept of underachievement. sagaciousness Our Gifted, 2, 1, 7-9. www. dictionary. com extension A Consent cause Iris Hill\r\nThe University of West Alabama Research Proposal Title: The Effectiveness of Time Management Strategies for Improving Academic Performance Among College Freshmen 1. What is the purpose of the study? The purpose of the study is to discover if time management strategies can improve academic performance among college freshman. There will not be any behavior modifications used; however, the study will be based on the information received prior to the beginning of the study and after the time management strategies are implemented during th e study. 2. How was I chosen? Eighty first-time college freshmen were andomly selected to participate 3. What will be involved in participating? The cardinal in-coming college freshmen would be divided into two groups. The cardinal students will complete a pretest before the research period begins. The pretest will assess whether or not the student actively uses time management strategies and the current academic performance levels. The control group, consisting of forty students, will not receive any time management skills training during the freshman orientation class. The experimental group, consisting of forty students, would receive time management skills training during the reshman orientation class. potassium alum students would be used to monitor and assist the freshman group with utilizing the time management strategies (experimental group) during the six month research period. At the end of the research period, both groups will be given a posttest, which is kindred to the pretest. The results of the posttests of the experimental group will be compared to the results of the comparison group to determine if the effectiveness of time management strategies improved academic performance. 4. Who will know what I say? It is planned for the study to be promulgated in a professional journal. 5.\r\nWhat risks and benefits are associated with participation? The risks are that there will be no change in academic performance, or time management strategies might be used and not needed. The benefits are that there are possible improvements in academic performance. 6. What are my rights as a respondent? You may ask questions regarding the research, and they will be answered fully. Your participation in the study is voluntary; you may require at any time. 7. What will be published? Following the completion of this research proposal, I plan to maintain my records for use in future publications and scholarly presentations.\r\nI plan to publish my findings as artic les in professional journals, with the ultimate goal of publication a book or a chapter in a book. 8. If I want more information, whom can I involvement about the study? This study has been sanctioned by the University of West Alabama’s Internal Review Board for the trade protection of Human Subjects. This board can be contacted through the office of Mrs. Patricia Pratt. In addition, my research advisor, Dr. Reenay Rogers, can be contacted at (205) 652-5423. ____________________________________________ Iris Hill, Project DirectorRespondent’s signature, date Appendix B Permission to Conduct Research\r\nThe University of West Alabama Iris Hill, grade Student 300 Carver Drive Livingston, AL 12345 September 1, 2011 Dr. James Stewart, Student Affairs Director Mississippi State University 123 College Avenue MSU, MS 39760 Dear Dr. Stewart, I would like to conduct a study using a random sample of in-coming college freshman for the 2011-2012 school year. The study proposes t o research the effectiveness of time management strategies and skills on academic performance. The results of this study will improve the educational practice of professors and directly tinct the study habits and skills, in regard to the academic achievement of students.\r\nThe study will take place from September 15, 2011 to March 15, 2011. It will be conducted by me, Ms. Iris Hill, a current graduate student. I get that this research study is a very worthwhile endeavor for the students and the school. Please retrospect the enclosed information in order to make a decision concerning the school’s ability to conduct this research. A consent form has been included. Sincerely, Ms. Iris Hill The University of West Alabama Appendix C Explanation of Instrument or replica of Instrument The students grade point average is an existing instrument that will be used in this study.\r\nThe grade point average measures a students academic achievement at a college or university. It is ca lculated by dividing the total number of grade points received by the total number attempted. The grade point average adequately and logically measures the students comprehension in each subject area. The grade point average formula is appropriate for first-year college freshmen because it measures student academic achievement. The grade point averages will vary; however, the GPA formula is the same for each student.\r\nTo check reliability over time, the GPA would be used to ensure the results are similar over the research time period. The second instrument will be used to check for internal consistency, known as the â€Å"Time Management Quiz” and â€Å"Where Does Time Go? ” survey and questionnaire developed by Weinstein (2003). The Cronbach alpha (1975) instrument will measure the reliability of the answers from the surveys and questionnaires. the Cronbach alpha instrument is very useful because not only is it easily calculated, but it is also quite general and can be applied universally.\r\nThe Cronbach alpha (1975) formula can be applied through a variety of tests and other measurements. In referring to the Cronbach alpha (1975), the alpha level is a degree of reliability measurement which allows for the forecast of whether there is a probability of committing a Type 1 error, which is the prediction of chance that X exists. The Cronbach alpha (1975) assesses the reliability of a rating (measurement based on a pre-determined factor) by summarizing a group of test or survey answers (samples taken from a population or a population sample or census) which measure some underlying factor (e. . some attributes of the test- taker). A score is computed from each test item and the overall rating or scale, which is defined by the sum of these scores over all the test items. To establish whether the measures are consistent, a correlation is computed between the results obtained on the first administration of the survey or quiz to the following administ rations. There are four uncontrollable variables of 1. ) practice and 2. ) fatigue 3. ) too short an interval, or 4. ) too few of the first test takers are not available for the posttests or surveys.\r\nTo check internal consistency, the Cronbach alpha (1975) instrument will be used to evaluate the scores on the â€Å"Time Management Quiz” and â€Å"Where Does Time Go? ‘ surveys at the beginning and the end of the research period. For checking validity, the Cronbach alpha (1975) tool will be used to compare the scores at the start and the end of the research period, and also with the GPAs of the experimental group, the students receiving the time management strategies incorporated into their freshman orientation class.\r\nAll of these instruments together will measure current academic levels (GPA), time usage, habits, and attitudes, as well as basic concepts (conceptual knowledge), and applications by using open-ended questions assigned to numerical values. To ensure v alidity and reliability, the time management strategies are well described in the research proposal, so others can conduct the study if desired.\r\n'