To Kill A Mocking Bird Example Narrative Essay Example

know how to allocate and use their time efficiently.

However, when every assignment needs to be completed on the same week and there is no timetable, student will find that he or she is cluttered in a mess of what he or she needs to do.

Other than that, time management also gives the students a sense of achievement and satisfaction. Orr (2008) claimed that this satisfaction is achieved when students set goals and have proper timetable. They would feel satisfied when they have finished the part of the tasks for the day. Besides that, this would lead to better productivity as they did not rush when doing tasks and assignment. They do not need to worry about the limited times because they have already planned what to do.

This would help the students to gain more confidence in life when they have accomplished a task.

Furthermore, Haynes (2001) stated that when time is being managed properly, students will have more time to spend with their families and friends. They would have extra time to improve and initiate interpersonal relationships. In addition, he lso claimed that students would have more time to read extra reading materials, study new subjects and learn more about current issues. With this, they would gain more knowledge to think critically.

Gender Differences in Time Management

Male and female students often have different attitudes towards their work and studies.

It is often felt that male students have less control of their time management as compared to female students. This is because the male students may be easily distracted by influences of computer games and friends compared to female students.

Pychyl (2009) conducted a study on the

gender differences in the big five ersonality traits and their time management. The results revealed that females scored higher on time management as compared to the males. Females were also more conscientious in their work as compared to males.

This shows that female students have better control of their time as compared to male students.

determined by the personality trait. Similarly, Hampton (2005) also conducted a survey on the students in Capital University to measure the students' level of procrastination. The research found that there was a significant difference between male and female procrastination level which was 24. 94 for male and 22. 7 for female. This shows that male procrastinates more than the female.

Reasons why Students Procrastinate

Procrastination is defined as the act of putting a task or assignment aside that should be done.

College students often delay their assignments and only do it at the eleventh hour. In the end, the students ended up getting stress because they are afraid that they cannot finish the assignment on time. With this, they will keep rushing their work and will eventually lead to poor work quality.

There are many reasons why students tend to procrastinate. Kay (2003) stated that students procrastinate because the tasks are too heavy; hus, they dislike the tasks. Students enjoyed playing computer games than completing assignments. This is because students prefer to have immediate rewards.

Whitney (n.d. ) (cited in Bergman, 2003) claimed that academic work has more long term benefits whereas procrastination has more short term benefits. Besides that, students tend to procrastinate when they do not have an interest in the work because they like doing other activities than completing assignments. Other

than that, Kay (2003) also pointed out that fear of failure is also one of the factors why students procrastinate.

He stated that this is because they do not have a trong understanding on the objectives of the task. They fail to understand the requirement of the assignment.

In addition, students might also have limited skills, abilities and knowledge to complete the task. Whitney (n.d. ) claimed that the students are afraid of failing and they doubt their ability to complete the assignment. With this, they delay their work and only deal with it last minute. 2.

Time Management Techniques

There are a lot of ways which students can learn in order to manage their time efficiently and effectively. Although time management is difficult, it is a skill that needs to be mastered by every student.

The following discusses in detail about how this skills can be practiced by students. .

Use student planner or calendar

Gladen (2008) stated that students can use a student planner or calendar to plan their schedule as no one can remember everything without listing it out. Students can schedule events, assignments, breaks and tasks in the appropriate time slots. With this, they will not get confuse and lost.

Students can also focus their time and energy on tasks that are more important. This is because tough assignments might need a longer time to finish as students need to search, read resources and consult a lecturer. .

Plan to enjoy overwhelmed.

Stress can affect students' performance in studies.

Mancini (2007) stated that students who manage their time well will have time to enjoy. If students have less stress and pressure during studying, they will have a clearer

mind to deal with problems. With this, students will be more committed to the tasks and assignments. However, students should not place too much time to enjoy as they might neglect some important tasks.

Do work on Time '57

Time Management Hacks for College Students' stated that procrastination is one of the reasons that causes students to fail to manage time.

This is because when students delay work, they might not be able to finish those tasks and assignments on time. Students might face the problem of having too much to do when they procrastinate. There are a lot of distraction that distract students' attention such as computer games, hanging out with friends, and shopping.

Set Goals Dartmouth College (2008) stated that it is important for students to set goals. Goals must be attainable, written, accountable and with deadlines. Students must be aware of their goals in order to manage their time effectively.

Kay (2003) pointed out hat goals should be SMART which is specific, measurable, achievable, relevant and time based.

Goals can assist students in prioritising their activities and tasks. Students must always know what they are trying to achieve in short or long term. This can make sure that students were doing the right thing at the right time.

Conclusion

Time management is very important for the students because it will give them a lot of benefits in the short term and long term. Students should also identify the reasons why they procrastinate and find ways to solve it.

Other than that, there is lso a significant difference in genders' attitudes towards time management. Therefore, they should master the time management skills. From this, it is common to see

that students often complain that they do not have sufficient time to complete the assignments due to the distractions mentioned above. Previous research has also proven that female students have better time management than male students.

Therefore, a research is conducted on School Of Business March Intake students in Sunway University College.

Its purpose is to find out if there is any significant difference between gender and attitudes toward time anagement. Besides that, this research also intends to provide possible recommendations to the students on how to manage their time properly. With this, questionnaires were distributed among students and the findings will be discussed in the following chapters.

Chapter 3: Discussions Of Findings 3.

Time allocation to complete assignments Figure 1 shows the time allocation of respondents to complete assignments and tutorials.

It intends to find out whether the respondents from the School of Business have sufficient time to complete their assignments and tutorials. The vertical axis hows the percentage of respondents and the horizontal axis shows the gender. Respondents were to choose between yes' and 'no' in the questionnaire given to them.

As can be seen from the chart, 64% of the male respondents agree that they do not have sufficient time to complete the assignments and tutorials whereas 36% of male respondents do not agree on that.

On the other hand, 80% of female respondents feel that they do not have sufficient time to complete their assignments and tutorials whilst 20% of female respondents think that they have enough time on completing their assignments and tutorials. 3. 2 Weekly Planning Figure 2: Weekly planning Figure 2 shows respondents' weekly planning. It aims to find out whether

or not the respondents from School of Business plan out what needs to be done each week.

The vertical axis shows the percentage of respondents and the horizontal axis shows the gender. Respondents were given three choices in the questionnaire, which are yes', 'no' and 'sometimes'.

It can be seen from the chart that 20% of male respondents always plan out what needs to be done each week, 28% of then do not plan and 52% of them sometimes will do weekly planning. Other than that, from the 25 female respondents, 32% will o their weekly planning, but 16% of female respondents do not do so and only 52% of them sometimes do their weekly planning.

Usage Of Student Planner/calendar

In Completing Assignment Figure 3: Usage of student planner/calendar in completing Figure 3 shows the usage of student planner or calendar by the assignment respondents from School of Business in completing their assignment.

The vertical axis shows the percentage of respondents and the horizontal axis shows the gender. Respondents were given three choices in the questionnaire, which are yes', 'no' and 'sometimes' As can be seen from the chart, out of the 25 male respondents, 28% f them use student planner or calendar to record the due dates of their assignments and exam but 52% of them do not use at all. Moreover, from the 25 female respondents, 72% of them use student planner or calendar to record the due dates and only 12% of them do not do so. However, 20% of the male respondents and 16% of the female respondents will only record the due dates sometimes.

Delaying of assignments to the last minute Figure 4: Delaying

of assignments to the last minute Figure 4 shows respondents' reaction towards delaying assignments to the last minute. The vertical axis shows the percentage of respondents and the horizontal xis shows the gender. Respondents were given three choices in the questionnaire, which are yes', 'no' and 'depends'. delay their assignments to the last minute and only 24% of the male respondents do not do so.

Besides that, 32% of the female respondents agree that they often delay their assignments to the last minute and only 20% of them do not do so.

However, 28% of male respondents and 48% of female respondents say that they will delay their assignments depending on the situation.

Reaction towards unusual/difficult task. Figure 5: Reaction towards unusual/difficult task Figure 5 shows the respondents' reactions towards unusual and difficult task.

The vertical axis shows the percentage of respondents and the horizontal axis shows the gender. The respondents were given three choices in the questionnaire, which are 'l will put it aside and only deal with it until the last minute', 'l will ask for consultation from the lecturer or friends', and 'I will try to deal with it myself.

As can be seen from the chart, 8% of the male respondents agree that they will put it aside and only deal with it until the last minute, and 60% of them say that they will ask for consultation from their lecturer or friends. However, 32% of male respondents will try to deal with it themselves.

Apart from that, only 16% of the female respondents will put the task aside and only deal with it until the last minute and 80% of them will ask

for consultation from the lecturer or friends. However, only 4% will try to deal with it themselves.

Priorities to Assignments

Figure 6: Priorities to assignments Figure 6 shows the method used by respondents when assigning priorities to their assignments. The vertical axis shows the percentage of respondents and the horizontal axis shows the gender. The respondents were given three choices in the uestionnaire, which are 'easiest to the most difficult task, 'give priorities to the closest deadlines' and 'I only do it few days before the deadline'.

It can be seen from the chart, 20% of the male respondents agree that they will assign priorities to the easiest task first and 56% of them will assign priorities to the closest deadlines.

Besides that, 24% of the male respondents will only do the assignment few days before the deadline. From 25 female respondents, 24% of them will assign priorities from the easiest to the most difficult task. 64% of the female respondents will give priorities to the closest deadlines and only 12% of the espondents will only do the assignment few days before the deadline.

Respondents' feelings when not studying/putting effort in assignments Figure 7: Respondents' feelings when not studying/putting effort in assignments Figure 7 shows the respondents' feelings when they did not study or did not put effort in their assignments.

The vertical axis shows the percentage of respondents and the horizontal axis shows the gender. Respondents were to choose between yes' and 'no' in the questionnaire given to them. As can be seen from the chart, 76% of the male respondents agree that they will eel guilty for not studying and not putting effort in their assignments.

However, 24% respondents agree that they will feel guilty and only 8% will not feel guilty.

Study/do Revision

Figure 8: Study/do revision Figure 8 above shows how often the respondents study or do their revision.

The only study during examinations', 'l study frequently and 'it depends on my mood'. It can be seen from the chart, 48% of the male respondents will only study during examinations and only 8% of them study frequently. Furthermore, from the 25 female respondents, only 12% will study during examination and only 20% of them will study requently. However, only 44% of the male respondents and 68% of the female respondents will only study depending on their mood.

Time spent on Leisure and Entertainment Figure 9: Time spent on leisure and entertainment Figure 9 shows the total time respondents spent on leisure and entertainment. '1-3 hours', '4-6 hours', and '7-9 hours'. It can be seen from the chart, 40% of the male respondents spent 1-3 hours on leisure and entertainment while 32% of them spent 4-6 hours.

Only 28% of the male respondents spent 7-9 hours on their leisure and entertainment. Apart from that, 6% of the female respondents spent 1-3 hours on leisure and entertainment and 52% of them spent 4-6 hours.

However, only 12% of the female respondents spent 7-9 hours on leisure and entertainment.

Methods Used To Deal With Pressure

Figure 10: Methods used to deal with pressure Figure 10 shows the methods respondents used to deal with pressure. The vertical axis shows the number of respondents and the horizontal axis shows the gender.

The respondents were given six choices in the questionnaire, which are 'exercise', 'meditation', 'share problems with families and

friends', 'listening to music', 'go shopping, and 'others'.

Students were only allowed to tick one option. As can be seen from the chart, 36% of the male respondents will exercise to release their pressure and only 4% will do meditation. 16% of the male respondents will share problems with their families and friends, and 28% will listen to music.

However, no male respondent will go shopping to release tension. 16% of the male respondents choose other methods to release their stress, such as clubbing, sing and play games.