Assessment of Educational Sciences Faculty Students' Time Management Skills from their Own Perspectives

Hanan Hammash, Ibtisam Abu Khalifeh


This study examined Educational Sciences Faculty (ESF) students' time management skills (TMSs) from their perspectives. A questionnaire of 58 items was administered. The sample was 306 students. Results disclosed a medium importance and practice level of TMSs. Domain order in importance level was: awareness, evaluation, planning then implementation. Practice level domain order was: awareness, planning, evaluation, with medium level then implementation with low level. There was a statistically significant and positive correlations between importance and practice levels. There were no significant differences in importance level attributed to gender or residence. however, there were differences attributed to the academic year. Importance level increased in fourth and third years than second and first years. There were also no significant differences in practice level attributed to academic year or residence. however, there were differences attributed to gender in favor of males. There were no statistically significant differences in importance or practice level attributed to interaction among the academic level, gender or residence. Further investigation should be conducted on undergraduate students' actual time management needs.


Assessment, Time Management Skills, Undergraduate Students

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