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Students' time management during online class

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Nominzul Batbaatar at President University, Bekasi
Nominzul Batbaatar
Grace Amin at President University, Bekasi
Grace Amin
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EDUCATION - Looking at the Implication and Solutions in the Time of Pandemic through Social, Economic,
Educational, Health, and Legal Points of View and Perspectives
The International Conference of Universitas Pekalongan 2021 189
STUDENTS’ TIME MANAGEMENT DURING ONLINE CLASS
Nominzul Batbaatar1, Grace Amin2
President University, Indonesia1, President University, Indonesia2
1nominzl12@gmail.com, 2grace_amin@president.ac.id
Abstract
Due to pandemic of Covid 19, there are many countries close their schools, universities and use
online class system as the only choice. This paper analyzed the influence of online learning,
academic procrastination, stress and self regulation toward time management of undergraduate
students during Covid 19. Researchers distributed the questionnaire to 100 respondents and
analyzed the data using multiple linear regression. This research found that all of the independent
variables have a simultaneously significant influence toward time management. Online learning and
self-regulation have a significant influence on time management while stress and academic
procrastination have no significant influence on the time management of undergraduate students.
Keywords: Academic Procrastination, Online Learning, Stress, Self-regulation, Time
management
INTRODUCTION
Peole in the world has been facing an
enormous challenge due to COVID-19 that
declared as a pandemic since 2020.
Everything has changed and we must keep
social distancing to prevent from the novel
virus. It influences many aspect of
humanbeing life such as economic, health,
education, etc. Many educational
institutions’ classes are close and switched
into online class. UNESCO stated 191
countries have closed their schools and
universities. This situation influences the
students’ life. They have to adapt with the
new schedules and the method to
communicate with their classmates, friends
and professors at university (Demuyakor,
2020).
Online learning can make students
stay safe as well as keep up with their
studies. Students can easily choose the
course materials and manage their time and
learning pace. (Newhall, 2020).
Unfortunately, many students are not fond
of having online classes. There are many
distractions to hamper students to study at
their home. Such as television, social media,
and chores, etc. Some students say that
learning online is more stressful than in a
regular classroom. They are not able to
interacting with friends and being alone with
nothing but homework (Angdhiri, 2020).
In order to analyze how undergraduate
students satisfied with their online learning
while they are at home, researcher
conducted a pre-survey to 24 students.
According to pre-survey, 41% students are
not fully satisfied with an online class
comparing to a traditional class. Therefore,
75% students prefer to study in a physical
class room and face-to-face with their
classmates and lecturers. In terms of time
management, it resulted that 45% students
still can manage their time, 21% cannot
manage their time, and majority of them try
to do multi-tasking. Mostly, multi-tasking is
considered as a negative activity affecting
quality of productivity, hampering learning,
and promoting unsocial behavior (Ettinger,
2020). Procrastination is considered as
dysfunctional behavior or an irrational delay
of behavior related to negative outcomes.
Therefore, academic procrastination is
estimated to appear in 80-95 percent of
college students or at least half of the
students (Naturil, 2018; Amin, 2019).
EDUCATION - Looking at the Implication and Solutions in the Time of Pandemic through Social, Economic,
Educational, Health, and Legal Points of View and Perspectives
190 The International Conference of Universitas Pekalongan 2021
A survey to 3239 higher education
students conducted by a non profit
organization also found that 38% students
are struggling to focus on studies, 74%
students are having a trouble maintaining
their routine and their mental health got 5
worse due to COVID-19 (Sarah, 2020).
Students are trying to deal with major
uncertainty, grief, disruptions to their
routines and lifestyles and it’s deeply
affecting their mental health. Strict
quarantine or social distancing and
pandemic itself affect the mental health
(wellbeing) of students (Lee, 2020).
Active learning or self-regulated
learning increases students’ motivation
their attitudes towards learning (Khan,
2017). In fact, it is hard to manage both
chores and academic tasks at the same time
so students fail to meet the deadline.
Contrasting to an offline class, online
learning requires learners to be self-
regulated in order to succeed. Self-
regulation is the process by which learners
acquire and implement key skills in
planning and organizing learning activities
in their learning environment, allocating
study time, seeking help when needed, and
monitoring the achievement of learning
objectives (Inan, 2017; Wandler, 2017).
Time plays a significant role for
organization, sustainability and
modernization process of human life. Time
management can be defined as behaviors
that aim to accomplishing an effective use of
time while performing certain goal-directed
activities (Mumford, 2015). Simply, the
main purpose of time management is
making a smart decision on how to assign
time wisely, which means to spend less time
as possible on unimportant tasks and to
spend more time on important tasks. Time
management consists of several tools that
are purpose of setting, prioritizing, planning,
monitoring, and organizing. Managing time
is considered as a big challenge for college
students both in their academic life, and
social life. Students that can manage their
time well are able to increase their
efficiency and reducing stress whereas poor
time management leads to stress and poor
performance in academics. (Gupta, 2018;
Amin, 2019). Students ought to be aware of
their working rhythm, learn to organize their
activities and all factors influencing their
performance (Indreica, 2011). Motivation is
a key dimension of time management
(Wolters, 2017).
Based on this phenomenon,
researchers would like to examine more
about time management and other factors,
that are affecting their academic
performance for undergraduate students
during pandemic.
RESEARCH OBJECTIVES
This study concentrates on achieving
the objectives stated as followings:
1. To identify the influence of online
learning towards time management of
undergraduate students during pandemic.
2. To identify the influence of self –
regulation towards time management of
undergraduate students during pandemic.
3. To identify influence of academic
procrastination towards time
management of undergraduate students
during pandemic.
4. To identify influence of stress towards
time management of undergraduate
students during pandemic.
5. To identify simultaneous influence of
online learning, self – regulation,
academic procrastination and stress on
time management of undergraduate
students during pandemic
RESEARCH METHOD
This study uses the quantitative
approach to measure and examine the
collected data. Researchers used
questionnaire as the research instrument that
consist of 29 statements adapted from
previeous researches. This questionnaire
spread to 100 respondents through online
application. Population in this research are
EDUCATION - Looking at the Implication and Solutions in the Time of Pandemic through Social, Economic,
Educational, Health, and Legal Points of View and Perspectives
The International Conference of Universitas Pekalongan 2021 191
undergraduate students. Researchers used
Multiple Linear Regression to analyze the
data.
FINDING(S) AND DISCUSSION
In this survey, the respondents mostly
female students (60%). Researchers used 20
respondents for measuring validity and
reliability test. Around 29 statements used in
this research are valid and reliable.
Figure 1. Histogram
Figure 2. Normal P-Plot
Figure 3. Scaterplot
Figure 4. T- test result
Figure 5. Anova
Figure 6. Coefficient of determination (R2)
Based on the result, the p-value was
0.000, less than 0.05, therefore hypothesis 1
was accepted. We can conclude that online
learning has a significant influence on time
management of undergraduate students
during pandemic. The good internet
connection, technical skills and interaction
with lecturers are able to increase students’
time management. When students can adapt
with the online learning situation, have
compatible devices, know how to use some
applications or online resources to increase
their knowledge, also can communicate with
their lecturer periodically then they can
enjoy and manage their time. Previous
research has identified a correlation between
students' usefulness, enjoyment, interest,
satisfaction, and continuous desire to learn
online during their online learning.
Therefore, the online learning experience of
students in a mixed course is to some extent
the quality of content online learning that
can be considered to play an important role
in their desire to engage in online learning in
the future (Zhu, 2020). It is important to
have a strong and stable internet connection
in order to proceed the online class.
Therefore, quality of online class’s context
is crucial part of online learning, which has
a strong impact on time management of
undergraduate students.
This research also found that self-
regulation has a significant influence on
time management of undergraduate
EDUCATION - Looking at the Implication and Solutions in the Time of Pandemic through Social, Economic,
Educational, Health, and Legal Points of View and Perspectives
192 The International Conference of Universitas Pekalongan 2021
students. As a result, the P-value was .000.
Self-regulation is the regulation of
individual’s thinking and actions. When
students are able to control their
metacognition and motivation, they can
manage their time. Students who feel
personally involved in their study and have
a clear goal can create long term and short
term planning, try not to do procrastination.
Therefore, it is important to study
systematically or to have a specific goal
when students study, which motivates them
to achieve their ideal GPA. Moreover,
selfregulated learning is a crucial when
individual studies something with less
human interaction, which encourages
students move forward and study
productively. Self – regulation is considered
motivational enable a learner to initiate and
maintain focused goal-directed activities
while ignoring distractions or setbacks
(Wandler, 2017).
In this research, academic
procrastination has no significant influence
on time management of undergraduate
students during pandemic. As a result, the P-
value was 0.489, which was greater than
0.05 hence H3 was rejected. In this research,
respondents were mostly female, who are
unlikely to procrastinate things. That is why
they find a way to complete what they are
assigned to do. Students who postponing
their tasks not significantly can not maintain
their time. Even though students put things
off they always find a way to complete tasks
or assignments before due time. In the
previous research, students engage in when
presented with dull or overwhelming tasks,
also the reason why university students put
things off is that they might have done it
before and it worked (Özer, 2011).
Stress also has an insignificant
influence on time management of
undergraduate students during Covid 19. As
a result, H4 was rejected because the p-value
was 0.313, which was greater than 0.05.
Stressors such as a lot of assignments or
unpredictable situation are facing by
students but these are not significantly
influence their time. As a result, online
students face the challenge of combining
work, family needs, and other commitments
with portfolio work (Kwaah, 2017). They
assume, they have enough time to complete
and submit their assignments that is why
stress has a less influence on it.
Finally in this research, researchers
found the simultaneous influence of online
learning, self – regulation, academic
procrastination and stress towards time
management. The F test result show that the
significant level is 0.00 and the adjusted R2
is 0.653. It can be conclude that the time
management of undergraduated students
during pandemic can be explained by online
learning, self – regulation, academic
procrastination and stress as 65.3%.
Recent years technology is booming
around the world, which enables people
study remotely. Offline class seems very
effective and productive, which is not
flexible in terms of time whereas online
class is very flexible and students or
lecturers can access the class from
anywhere. However, self-regulation is one
of the important attitudes to possess in order
to study or learn effectively when they are
having an online class from their home.
CONCLUSION(S)
By examining the results, researchers
can conclude that:
1. Online learning has significant influence
towards time management of
undergraduate students due to pandemic.
2. Self-regulation has significant influence
towards time management of
undergraduates due to the pandemic.
3. There is an insignificant influence of
academic procrastination towards time
management of undergraduate students
due the pandemic.
4. There is an insignificant influence of
stress towards time management of
EDUCATION - Looking at the Implication and Solutions in the Time of Pandemic through Social, Economic,
Educational, Health, and Legal Points of View and Perspectives
The International Conference of Universitas Pekalongan 2021 193
undergraduate students due to the
pandemic.
5. All independent variables have significant
influence on time management.
Due to this pandemic situation, online
learning is indispensable thing. Students
must consider about the electronic devices,
online learning applications and internet
connection that can support their online
learning. Students also have to maintain
their motivation, self – regulation, try to
cope their stress and not to postponing their
tasks. A great relationship between lecturers
and students also can help students to
increase their academic performance.
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Angdhiri, R. P. (2020, April 11). Challenges
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Demuyakor, J. (2020). Coronavirus
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Educational, Health, and Legal Points of View and Perspectives
194 The International Conference of Universitas Pekalongan 2021
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Student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism. However, engaging students presents a particular challenge in online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the only social presence between the faculty and the student is via the Internet. In a recent poll conducted by the authors, 100% of the respondents considered student engagement a challenge regardless of the number of years they have been teaching online. This paper explores various strategies that can be incorporated into the design of online learning courses to foster a high level of student engagement based on multiple pedagogies. In addition, the role of collaborative student engagement tools for the design and delivery of online courses is discussed as well as the role these tools play in creating an atmosphere where students actively participate in learning activities and are contributors to lively discussions. Perspectives on various mechanisms of student engagement that are founded in classic active learning pedagogies and enhanced with new technologies are presented in this paper, including perspectives on the design of courses to facilitate student engagement as well as best practices of design and delivery of online courses. Finally, this paper emphasizes the importance of deliberate course design in the pursuit of actively engaging students in online course settings.
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Effects of learning styles and time management on academic achievement
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Full-text available
  • Dec 2011
The present paper presents an experiment conducted between November 2009 and February 2011. The main hypothesis of the study was that efficient time management, under the guidance of an educational counselor, lead to significant increases in students academic performances and, consequently, lead to academic success. A number of 130 participants with low academic performances after the first two semesters (October 2009 – February 2010 – First semester, March – June 2010 – The second semester) participated in the study. All participants had above average or superior intellectual abilities (according to baccalaureate results). The educational counselor elaborated individualized and flexible programs for each participant in the experimental condition according to students learning styles, circadian, and eating rhythms, and daily and weekly effort curves. The program included planning of all activities participants were to develop during the two months of the experimental intervention. The results confirmed the hypothesis, showing the efficiency of time management individualized programs.
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University students’ online learning attitudes and continuous intention to undertake online courses: a self-regulated learning perspective
Article
  • Mar 2020
Studies have been conducted on university students’ continuous intention to learn online from the perspectives of learning motivation and capability, perceptions or attitudes, and online learning experiences. However, few have examined how the above factors will relate to each other and contribute to students’ online learning intention. This research explored 94 university students’ online learning attitudes and experiences in a blended course. The researchers investigated the changes in the participants’ attitudes toward online learning and the relationships between their self-regulated learning capability, online interactions, attitudes, and online learning intention. These students participated in a pre- and post-survey at the beginning and end of the course. They also completed six weekly reports commenting on their learning activities of the week. At the end of the course, interviews were administered to eight participants to gather detailed information about their online learning experiences. It was found that (a) the participants’ online learning attitudes were generally positive and increased when completing the course; and (b) the participants’ continuous intention to learn online was significantly predicted by four self-regulatory factors and attitudes, mediated through perceived online social interactions. The analysis of the interviewees’ further comments provided more insights about the potential factors contributing to their online learning attitude changes. The strategies for future online course design with a view of improving students’ self-regulated learning skills are discussed in this paper.
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The impact of self-regulation strategies on student success and satisfaction in an online course
Article
  • Feb 2017
The purpose of this study was to examine whether students’ self-regulation skills impact their success and satisfaction in an online learning environment. Data was collected from one hundred and fifty-five students taking an online introductory programming course offered as a part of certification curriculum in a public university in Turkey. The Online Self-regulation and Learning Questionnaire was used to gather learners’ skills in four main sub-components of self-regulation namely planning, help seeking, time management, and self-evaluation. The results indicated that self-regulation, specifically planning, as an important factor for explaining student success and satisfaction in an online course. © 2017, Association for the Advancement of Computing in Education. All rights reserved.
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Challenges of home learning during a pandemic through the eyes of a student
  • Apr 2020
  • R P Angdhiri
Angdhiri, R. P. (2020, April 11). Challenges of home learning during a pandemic through the eyes of a student. Retrieved from The Jakarta Post: https://www.thejakartapost.com/life/2 020/04/11/challenges-of-homelearning-during-a-pandemic-throughthe-eyes-of-a-student.html