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Improving Time Management Skills In College Students Using Personalized Interventions

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Learning how to manage time efficiently is something that many people struggle with, college students in particular. The purpose of this study was to examine if personalization via self-experimentation of strategies to improve time management skills is a useful strategy for achieving this goal. This study used a multiple baseline…

Learning how to manage time efficiently is something that many people struggle with, college students in particular. The purpose of this study was to examine if personalization via self-experimentation of strategies to improve time management skills is a useful strategy for achieving this goal. This study used a multiple baseline approach with three phases: phase one, the baseline, phase two, which included individuals receiving examples of plausible strategies to improve time management skills, and phase three, which involved the self-experimentation component. Results of this study suggest no significant changes in time management based on self-reported completion of tasks but do indicate a trend towards improved time management skills overall based on the time management questionnaire taken at the beginning and end of the study. These results suggest that further exploration in the use of self-experimentation strategies for improving time management is likely warranted but that current strategies likely require additional research. Results from the interviews indicate that the self-experimentation strategy, as delivered via PACO does increase awareness and thinking about time management.
ContributorsCope, Breanna (Author) / Hekler, Eric (Thesis director) / Buman, Matthew (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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College Success Curriculum: Helping Freshman Create New Habits

Description
Incoming freshman at East Los Angeles College were struggling with successfully completing their first semester, leading to low rates of course success and retention. Students reported struggles with adapting to the culture of college, particularly with behaving like a college student and managing time. The purpose of this action research…

Incoming freshman at East Los Angeles College were struggling with successfully completing their first semester, leading to low rates of course success and retention. Students reported struggles with adapting to the culture of college, particularly with behaving like a college student and managing time. The purpose of this action research study was to determine if embedding a College Success Curriculum (CSC) into a required class would help students more successfully navigate the first semester. The CSC was embedded into the action-researcher's freshman composition class and covered the following concepts: appropriate classroom behavior, communication, time management, and organization. Quantitative data included retrospective pre-intervention and post-intervention survey data. Qualitative data included the researcher's journal and student-written journal entries. Findings from this study indicated that students learned to communicate via email and to prioritize their time, however, the CSC did not have a measurable effect on students’ behavior, time management, or organization. Course success and retention after receiving the CSC remained at previous years’ rates. There continues to be a need to assist freshmen students in these critical college skills, and perhaps adapt some of the strategies used in this project for future iterations.
ContributorsRyan Romo, Amanda J (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Buss, Ray R. (Committee member) / Jaramillo, Veronica (Committee member) / Arizona State University (Publisher)
Created2019