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dc.contributor.advisorZulauf, Carl Roberten_US
dc.creatorGortner, Amy K.en_US
dc.description.abstractPrevious studies have find mixed results regarding the impact of studying upon academic performance; however, none of these studies include in their analysis time management skills and behavior. A time diary was used to collect data on use of time by students enrolled in three agricultural economics courses during the week of the first midterm, Fall Quarter 1997. The students also completed a instrument that asked for (1) permission to examine their college records and (2) a set of 34 questions designed to measure the extent to which they manage and organize time. These questions, copyrighted as the Time Management Behavior Scale, were obtained with permission from Dr. Therese Hoff Macan, Department of Psychology, University of Missouri - St. Louis. A total of 94 useable observations were obtained. The average hourly use of time by these 94 students during the week surveyed was: sleeping (55.2), studying (20.7), planned recreation/leisure (19.4), in-class (16.8), job (12.2), travel time (10.5), television (10.1), eating (8.0), personal hygiene (7.3), student /organization activities (4.1), other (2.2), and telephone (1.5). Regression analysis found that students who were organized in their approach to completing projects had higher quarter grade point averages. Also positively related to GPA was time spent studying. However, an extra hour of study time increased Fall Quarter grade point average by only 0.015 points. Thus, a student can increase his or her GPA, by increasing the amount of time, he or she studies, however a substantial change in GPA will require a substantial increase in study time.en_US
dc.publisherThe Ohio State Universityen_US
dc.relation.ispartofseriesThe Ohio State University. College of Food, Agricultural, and Environmental Sciences Honors Theses; 1998en_US
dc.titleThe use of time and academic performance of college students: does studying matter?en_US

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