Relationship Between Time Management Skills and Students’ Academic Achievement in Chemistry in Senior Secondary Schools in Girei Local Government Area, Adamawa State

Abstract

The study explored the relationship between time management skills and students’ academic achievement in Chemistry in senior secondary schools in Girei Local Government Area, Adamawa State. The study employed the correlational research design and was guided by three objectives, research questions and null hypotheses. The population was 478 representing the entirety of SS2 students who offer Chemistry in the 2025/2026 academic session. A sample of 232 students determined by Yamane (1967) sample size formula were selected by stratified simple random sampling technique. Time management skills were surveyed using a researcher developed Chemistry Time Management Questionnaire (CTMQ) having a reliability coefficient of .82 determined by Cronbach alpha while the academic achievement of the participants were retrieved using Chemistry Achievement Pro forma (CAP). Analysis of data was done using mean, standard deviation, PPMC and multiple regression. Results show weak positive insignificant relationship between time planning and academic achievement (r = .106, p > .05) and weak negative insignificant relationship between task prioritization and academic achievement (r = -.097, p > .05). The composite analysis however, showed that time planning and task prioritization have a combined positive significant relationship with academic achievement [F_{(2, 229)} = 3.512, p < .05]. It was recommended among others that schools should organize workshops and orientation to teach students time management skills holistically rather than isolated skills.