Effects of age and gender on time management and academic performance of students in senior high schools
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Abstract
Timely completion of academic programs is considered essential for students’ educational success, yet limited studies have explored how demographic factors influence the connection between time management and academic performance. This study examined the moderating effects of age and gender on the relationship between time management and academic performance among Senior High School students. A total of 292 participants were selected through proportionate and random sampling techniques and completed standardized instruments measuring time management, while academic performance was assessed using test results. The analysis revealed that age and gender did not significantly influence or moderate the relationship between time management and academic performance. These findings suggest that the link between managing time effectively and achieving strong academic outcomes remains consistent across demographic groups. The study highlights the importance of integrating structured time management programs into educational curricula to enhance students’ organizational, prioritization, and scheduling skills, ultimately promoting academic success and self-regulated learning.
Keywords: Academic performance; age differences; gender differences; secondary education; time management
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