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

The Effectiveness of era Management Strategies for Improving tutorman surgical procedure Among College Freshmen fleur-de-lys cumulation University of West atomic number 13 Author Note sword lily R. Hill, Education Department, Class 504- Techniques of Educational inquiry, Dr. Reenay Rogers, the University of West Alabama. This search was non maintenance by some(prenominal) institutional grants or additional financial support. The human bodyer would like to ext closing curtain a special thanks to Dr. Reenay Rogers, for support and steerage during the preparation for the manuscript.The explore reported does non reflect the views of the Mississippi realm University, or the University of West Alabama. sword lily R. Hill, 300 Carver Drive, Livingston, AL 12345. emailprotected edu gip As college appetizer search for ways to fit-in during their front few months of college life, it is pregnant that they argon introduced to clock age precaution techniques and str ategies to break their possiblenesss for donnishian success. The in force(p)ness of prison term commission strategies among college freshmen at Mississippi acres University, give be examined during the instruction execution of a fledgling predilection bod.A sort out of schoolchilds that participate in a freshman orientation class ordain be introduced to succession focal show strategies, to observe if faculty member service occurred. An different group of students impart participate in some an separate(prenominal) freshman orientation class with expose the bank none solicitude component, to observe if schoolmanian improvement occurs or if trend dapple fairishs remain the same. Together, these findings leave behind suggest that clock meter anxiety strategies do athletic supporter to improve schoolman movement among college freshman.Keywords pedantic capital punishment, stress variables, sucker spirit level average, peers, happyitude, tempo rary hookup draw awayment The Effectiveness of metre Management Strategies for Improving Academic functioning Among College Freshman Numerous occasions college students gestate non had to fix their meter systematic exclusivelyy before attending college beca design they argon smart and werent authentic each(prenominal)y challenged in steep school. This situation very some(prenominal) differs in college because everyone who goes to college did academically wholesome in high school, but the full selection atomic number 18 allocated. educatees who accepted As and Bs, or above average labels in high school, atomic number 18 without delay receiving Cs and Ds, or average to below average grades in college. Those students receiving trim grades atomic number 18 likely no little competent than those receiving high grades, but very much their body of employ habits, including measure counselling, be less productive. A correct decree to manage era does not exist how ever, it is critical for a someone to become familiar with his or her self, so that they provide make potent decisions close to how to use his or her term.We all are prone 168 hours in a week to use, however, some individuals make better use of this clock than opposites. Previous look for suggested that some(prenominal) academically achieved students do not ask their academic success. They tend to be successful and are satisfied with the field of honor skills and beat vigilance techniques they have cultivated to guarantee that they accomplish their objectives (Balduf, 2009). riddle to be Investigated This field of operations examines the problem of whether or not the effective use of time precaution strategies go forth improve academic sufficeance among college freshmen.This is a problem because far too many first-time college freshman find themselves not prepared for the rigors of college life and academics. When college students drive how to effectively incorpo rate time direction strategies into their daily, weekly, and monthly schedules and itineraries, it preempt help to reduce stress and dig, achieve name and addresss and objectives, and improve academic doing. Purpose of the Study The goal of the require is to discover if effective time wariness strategies and techniques rotter improve academic performance among college freshmen.The time circumspection strategies that allow for be employ in this need are demonstrated to be effective, adaptive, task-oriented, and individualistic. If these strategies and techniques are effective, then college freshmen academic performance go away improve. It is assumed that then colleges and universities could implement the time worry strategies to improve academic operation and performance among college freshmen. Justification of the Study magazine care is a very important part of any persons life. roughhow, it never really becomes germane(predicate) until a person is in college, for the first time. Effective time focussing skills should be used in all aspects of a college students life. This moot, if evidence supports this position, allow improve academic performance by introducing time management strategies to first-time college freshmen. date management is how a person manages his or her time according to Atkinson (1970). At times, many high performing students do not wonder about their academic exercise.Colleges should be aware that even their academically successful appli johnts whitethorn lack the skills necessary to succeed (Greene, 1986). matchless of the ways that college freshmen are introduced to time management skills, is through a freshman orientation class, that is required for all college freshmen during their first form of college. Through experimentation, the researcher plans to provide others with useful theatre regarding the correlational statistics in the midst of the effectiveness of time management strategies and student academ ic acquisition. Research Question and Research HypothesisThe research question is pull up s recognisesing the use of effective time management strategies improve academic performance among college freshmen? The research hypothesis is Applying time management strategies and techniques go away result in an improvement in academic performance among college freshmen. This hypothesis suggests the correlation between the dependent variable academic performance and the independent variable time management strategies. Definition of Terms Constitutive definitions- The following definitions were obtained from www. dictionary. com Academic Performance is delimitate as the execution or accomplishment tie in to trus tworthy areas of meditate. Stress Variables is defined as the physical or psychogenic strain exerted on one thing by another that is apt to change or alter appearance. Grade Point fair is defined as a measure of a students academic accomplishment at a college or unive rsity calculated by dividing the sum total round of grade prognosticates received by the total number attempted. Peers is defined as a person or group who is equal to another in abilities, qualifications, age, grade, background, and social status. Aptitude is defined as the manners or quickness in schooling intelligence, ability innate or acquired capacity for something. Time management is defined as the analysis of how on the job(p) hours are spent and the prioritization of tasks in order to maximize personal capacity in the work atplace and/or school. Operational definitions Stress variables lead be any latent outside factors that whitethorn negatively yarn-dye academic performance. Aptitude will be habituated in a form of a pre campaign or discipline prior to the experimentation and a post- streak will be inclined upon completion of the experiment.Pre-tests and post-tests will be given to all experimental and control group participants. A comparability will b e used to get wind if time management strategies improved academic performance. Brief Overview of the Study The research would match the hypothesis in that, applying time management strategies will result in an improvement of academic performance according to academic grade point averages. The research test would imply a ergodic selected standard of 80 first- time college freshmen from a local anesthetic university. The 80 students will participate for two semesters.At the end of the first semester, without anyone receiving the time management strategies develop, the entire groups grade point averages will be save. The 80 students would be given a pretest in the form of a time management discern before the research period begins. The time management survey would determine the students familiarity with using time management strategies as thoroughly as the lack thereof. The 80 first- time college freshmen would be economic rent into two groups inhabiting of forty students in to each one group. One group would be the experimental group, that would receive the time management strategies during a freshman orientation class.The time management strategies that the 40 in the experimental group would receive, consist of assessing and planning, adjusting and implementing, and evaluating. The other group would be a control group, that would receive a pattern freshman orientation class without introducing time management strategies. This hit the books would last for a nine month research period. At the end of the second semester, all of the students academic grade point averages would be recorded to determine if improved academic achievement actually occurred for the students in the experimental group, that received the freshman orientation class with the ime management strategies incorporated into the class curriculum. The differences in the in the grade point averages would be examined. Background and reassessment of Related Literature In order to underst and student achievement in regards to persistence at learning objectives, and time management, many contemporary motivational models consider how much students are motivated to succeed in their school work. However, student achievement and persistence may not barely be touch by their amount of study motivation, but as well as by the motivation to engage in alternative activities, as suggested by Atkinson (1970).Time management is therefore an important aptitude, too for students (Vanheste, Lens, & Vandenberghe, 2001). Students must learn how to split their time over the various areas of come to, because spending too much time in challenging activities great power keep them studying and climax in unsatisfactory achievement, as suggested by Gergen (1991). Theory Past studies have confirmed the importance of time management skills and under fine-tune students academic performance. The consequences of other uses of time are still in debate.Some researchers have discussed that s tudents enmeshed in activities that command ambition and energy also accomplish more(prenominal) in the classroom, spot students who participate mainly in docile activities, perform less than adequately (Balduf, 2009). Other researchers have discussed that students who are tied to the college campus or university through residence, work, or extracurricular activities, function better as an general student, while those who are apart from the college or university campus tend to function less than average (Schwartz, 2000).Many students are realistic about having to plan their work independently, and having to use time management skills to adjust to college life. Coleman and Freedman (1996) contend that many students find it difficult to regulate their self-study and keep up the rigors of college work. College students were not incessantly sure how to prioritize their time. It is argued that colleges and universities should attempt to play a more energetic role in helping freshm an students to make sense of time management (Coleman and Freedman, 1996, p. 34). Studies Directly Related In previous studies of academically challenged college students, some(prenominal) motivation and goal determination were key factors in evaluating why students do not succeed academically. In a recent study, Hsieh, Sullivan, and Guerra (2007) implant 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 gravely were less likely to seek out swear outance in changing their academic outcomes (Hsieh et al. 2007). Shim and Ryan (2005) found that students who valued 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, Whitmore (1989) discussed the causes of each persons causes of academic failure. Participants associated their high school academic achievement to insignifi quite a littlet efforts.They did not have to work hard to obtain the achievement they wanted, these students were never instructed, nor ever instructed themselves, on how to persevere through challenging issues. When these participants experient challenging class work in college, they were not prepared to carry on it. In addition, many other factors of the participants experiences played a part in their college underachievement insufficient study habits, poor time management skills, and internal versus remote motivation.Research shows that when first-year college students or freshman, use time management strategies, it will help to improve their academic performance. McCown, Petzel, and Rupert (1987) contend that the students pre-entry characteristics, perceptions of the learning environment, reported work discipline, the use of dee p breeding processing strategies, time management skills, and authoritative academic performance (p. 782) all play significant roles in the future(a) academic development of the student.There is a large amount of writings based on the influence of institutional characteristics on student achievement as well. Common sense infers and educational studies displays that individual contrasts in academic success are a result of disparities in cognitive and other abilities, but also from disparities in motivation. Parents and teachers some(prenominal), often times associate let down academic school performance results, to a lack of motivation, rather than to lacking(predicate) abilities.They 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, Practice makes perfect may not always be true, but many underachieving students would benefit from devoting more time to sch ool work. McCowan, Petzel, and Rupert (1987) found an important positive correlation of . 60 between extraversion and procrastination. extroverted students need stimulation and they want 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 expansive and varied touchs might hinder them from studying, and heighten their study procrastination. The students habit of study procrastination is often not a development of low motivation or raised(a) concern of failure. Extraverted students do not possess the time management skills because other more exciting things always are more important.The other factors involved can viewed as potential stress variables. As social 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- gamble because of inadequate reading, writing, study, and time management skills.This study by Graves (2011) provided professors and their graduate assistants, those in the lead concerning the interactions with students, with strategies and techniques they can use in the classroom, to assist with at-risk students, and help to raise their skills so that those students can effectively complete their studies. Graves (2011) discussed confirmed techniques that not merely interest all students in a class, but also create the environment, while maintaining integrity and high expectations, to ensure at-risk and under-prepared college students to flourish academically and graduate with high grade point averages.Rimm (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 vibrancy with them, implementing inclusive teaching techniques, and extending suitable instruction, the article submits the theory teachers will need, and economical classroom techniques. Natale (1995) covered teaching philosophy and goals issues of improving time management and study skills, as well as the application of universal design strategies.The conceits 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 centralize advising center to assist college freshman with selecting a major, time management, campus resources, and future goals to annex persistence and graduation rates. Administrators and faculty should work to develop programs to address safekeeping needs of first-year students.Further research should be conducted to examine how alliance in co-extracurricular activities, livi ng and learning on-campus communities, campus climate, and social integration and institution loyalty 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.Schwartz (2000) told a grade about a student with attention problems, whose academic performance started plummeting in high school. With the help of a peer advisor, Josh learned 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 control group design. The hypothesis suggests a descent between these two variables academic pe rformance (quantitative) and time management strategies (categorical).Some possible extraneous variables that might tinge the results are that students may not be receptive to the time management strategies shared by the graduate students and professors teaching 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 genteelness 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 quality 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 th e experiment is completed. 2. ) Require that only graduate students be used to incorporate the time management strategies training, and those students would symbolise high levels of academic performance.The possibilities of problems with confidentiality include 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 lashings. This study is of no risk to human field of operationss and the proposed research is conducted in commonly accepted educational settings, involving normal educational practices, in accordance with IRB category level I. Description of Research DesignA random seek of 80 first- year college freshmen would be given a pretest or time management survey to determine their current knowledge and application of time management strategies. The random sample of 80 students would also subm it their grade point averages prior to the arising 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 dual-lane into two groups.The experimental 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 based on a time management plan developed by Weinstein (2003). Students would be given a three step 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 monitored weekly by professors and graduate assistants.The 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 quiz 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.The 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 historic period old. In this study, each classroom consists of 20 females and 20 males. The ethnic partition is as follows 75% Caucasian, 15% African American, 10% Hispanic, and 10% Asiatic American. The group of students for this study represented a various mixture of socioeconomic statuses, ranging from low-to high levels, as well a s different levels of academic achievement (i. . , grade point averages from 1. 0- 4. 0). Each of the professors for the classrooms have taught time management components earlier in their careers. The graduate assistants who will monitor and observe the freshmen during this study, have successfully used time management strategies to enhance their own individual academic performance. Description of the putzs use The students grade point average is an existent putz that will be used in this 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 grade point average adequately and logically measures the students comprehension in each radical area. The grade point average expression is appropriate for first-year college freshmen because it measures student academic achievement. The grade point averages will vary however, the grade point average formula is the same for each student. To make dependability 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 reserve for internal consistency, known as the Time Management test and Where Does Time Go? survey and questionnaire developed by Weinstein (2003). The Cronbach important (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 general and can be use universally. The 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 causa 1 error, which is the prediction of chance that X exists. The Cronbach alpha (1975) a ssesses 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 key factor (e. g. some attributes of the test- taker).A score is computed from each test peak 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 administrations. 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 forthcoming for the posttests or surveys.To check internal consistency, the Cronbach alpha (1975) instrument will be used to evaluate the scores on the Time Management Quiz and Where Does Time Go? surveys at the starting time and the end of the research period. For checking inclemency, 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. every last(predicate) 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 delegate to numerical values. To ensure rigour and reliability, the time management strategies are well described in the research proposal, so others can conduct the study if desired. Explanation 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.Prior to starting the research, a consent form is mailed out to each at random selected student. The form must be signed and returned before 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 set only by a specific number. Also, the graduate students would be tonic about confidentiality rules, and the importance of keeping names of students included in the study, confidential.The time management would determine the students current knowledge and capital punishment of time management skills usage, habits, and attitudes, as well as basic concepts (conceptual knowledge), and applications by using open-ended 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.The control group, consisting of the other 40 first- time col lege freshmen, would take the freshman orientation class without the time management strategies incorporated. Both classrooms will be taught by the university professors with the assistance of graduate assistants for thoughtfulness 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, along with the submission of their GPAs.The differences in the improvement of academic performance would be examined. Discussion of Internal Validity There are four scourges to internal validity in this study. The four threats are subject characteristics, testing, history, and subject attitude. Subject characteristics could be a threat because the groups may be different according to gender, motivation, IQ, GPAs, socioeconomic status, and attitudes. In this study, to control validity, group s will be randomly assigned while maintaining an equal number of males and females chosen for some(prenominal) groups. The second threat to validity is testing.Testing is a threat to validity because it can produce 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 assuming 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.To control this threat to internal validity, certificate of any event 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 event s. The final threat to internal validity is subject attitude. Subject attitude is a threat because there is always the possibility of subjects altering or changing the behavior during a study. If the comparison 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.To control this threat, a regular freshman orientation class refreshful with fun, unique, and original enhancements should be provided. Discussion of External Validity This study will be generalized 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, thus making the school a representative population to the state.The studys results will not be able to generalize past the area 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(a) York Wiley. Balduf, M. , (2009). Underachievement among college students. journal of Advanced Academics, 20, (2), 274-295.Coleman, H. L. K. , & Freedman, A. M. (1996). Effects of a coordinate 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, 1 6, 101-110. Gergen, K. J. (1991). The saturated 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. Personality and Individual Differences, 8, 781-786. Natale, J. A. (1995). Making smart cool. The Executive Educator,17, 20-24. Rimm, S. (1997). An underachievement epidemic. Educational Leadership, 54, 18-22. Schwartz, B. (2000). self-government The tyranny of freedom. American Psychologist, 55, 79-88.Shim, 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 Exper imental 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. Understanding Our Gifted, 2, 1, 7-9. www. dictionary. com addendum A Consent Form fleur-de-lys HillThe 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 the study. 2. How was I chosen? Eighty first-time college freshmen were andomly selected to participate 3. What will be involved in participating? The eighty in-coming college freshmen would be divided into two groups. The eighty 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. Graduate 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 identical 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 published in a professional journal. 5.What 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 withdraw 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 bookish presentations.I plan to publish my findings as articles in professional journals, with t he eventual(prenominal) goal of publishing a book or a chapter in a book. 8. If I want more information, whom can I attain about the study? This study has been approved by the University of West Alabamas Internal Review Board for the Protection of Human Subjects. This carte 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 DirectorRespondents signature, date Appendix B Permission to Conduct ResearchThe University of West Alabama Iris Hill, Graduate Student 300 Carver Drive Livingston, AL 12345 folk 1, 2011 Dr. James Stewart, Student Affairs Director Mississippi State University 123 College path 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 to research the effectiveness of time management strategies a nd skills on academic performance. The results of this study will improve the educational practice of professors and directly impact the study habits and skills, in regard to the academic achievement of students.The 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 feel that this research study is a very worthwhile endeavor for the students and the school. Please review the enclose information in order to make a decision concerning the schools 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 Copy of Instrument The students grade point average is an existing instrument that will be used in this 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 at tempted. 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.To 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 Time Management Quiz and 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.The Cronbach alpha (1975) formula can be applied through a variety of tests and other measurem ents. 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 administrations. 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.To check internal consistency, the Cronbach alpha (1975) instrument will be used to evaluate the scores on the Time Management Quiz and 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.All 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 validity and reliability, the time management strategies are well described in the research proposal, so others can conduct the study if desired.