The relationship between time management behaviors in science courses and academic success

The study was conducted to determine the effect of in-class time management behaviors on academic achievement of 34 students studying in the 6th grade of secondary school in science course. In this context, students' in-class time management behaviors were observed for four weeks. A structured observation form was used. At the end of four weeks, observations were analyzed to determine whether time management behaviors were performed. As a data collection tool in the study, 19 time management behaviors were determined by taking expert opinion. An achievement test consisting of skill-based questions prepared by the Ministry of National Education was used. This test was administered to students who had taken the science course in the previous year. The achievement test was found to be normally distributed. The academic achievement test was administered as a pre-test before the observations and as a post-test after the observations were made. Regression tests were conducted separately for each time management behavior. The relationship between time management behaviors and academic achievement was determined. Accordingly, it was found that 13 of the 19 time management behaviors had a significant effect on academic achievement, while 6 of them had a low effect on academic achievement and were not statistically significant. It is thought that this study will contribute to the restructuring of courses, increasing academic achievement, classroom and course management.