The Impact of Time Management on Academic Achievement from the Perspective of primary school Teachers in AlRojban Municipality

Abstract

This study aims to explore the impact of class time management on the academic achievement of primary school students from the perspective of female teachers in primary schools in the municipality of Arjoun. The study analyzes the effect of managing class time on students’ academic achievement, identifying the strategies and methods used to organize and manage class time, and measuring students’ engagement and use of the provided information. This was done by posing a key research question and building upon three main axes comprising fifteen paragraphs, each with specific items. The first axis addressed class time management and its associated challenges, including curriculum content and student performance. The study sample consisted of 50 female teachers from five primary schools in the Arjoun municipality. Data was collected using a descriptive-analytical approach and analyzed to derive results regarding the relationship between class time management and student academic achievement, with a focus on enhancing students’ engagement and addressing the issue of limited active learning time. The findings of the first axis indicate that teachers face challenges related to commitment to lesson preparation, teaching methods, and time management in ways that promote student engagement and comprehension. Some teachers tend to limit their preparation to content delivery, often using outdated methods, which negatively impacts students' academic achievement. The second axis revealed that inappropriate lesson planning and poor alignment between time allocation and lesson objectives hindered the implementation of curricula. Teachers noted that the timing allocated for lessons often did not match the cognitive level of students, affecting their comprehension and causing academic delays. This was particularly evident in classrooms with students who had learning difficulties or behavioral problems. The third axis findings highlighted that teachers observed a lack of student adherence to classroom rules and expectations, with students often disengaged or distracted. This was attributed to a lack of motivation, poor classroom environments, and teaching difficulties encountered by the teachers, especially in crowded classrooms with students of diverse needs and learning levels.