Time Management Practices, Character Development and Academic Performance among University Undergraduates: Covenant University Experience


Background: University undergraduates are representative of the Nigerian youth population; and sustainable development in any nation depends on the resourcefulness of her youth. This necessitates the need to drive excellence among Nigerian undergraduates through quality education and advice. Quality education is demonstrated in character and in learning; and characters of discipline, responsibility and diligence serve as the hallmark of excellence among university undergraduates. It is hypothesized that time management practices will be positively related to character development and academic performance among university undergraduates. Method: The case study and ex-post facto research designs were adopted in this study. Questionnaire was administered to 120 Diploma and Certificate students of Leadership Development Programme in Covenant University. Results: The findings revealed a positive relationship between character development and time management practices (r = .44, p < .01) and between character development and academic performance(r = .23, p < .05). The result further revealed that time management practices predicted character development (R2 = .241, F (3,116) = 12.383, p < .01) and character development predicted academic performance (R2 = .241, F (3,116) = 5.412, p < .01). However, no significant relationship was found between time management practice and academic performance (r = .18, p > .05). Conclusion: It was concluded that in the quest for academic excellence, building performance characters such as discipline, responsibility and diligence among university undergraduates was as important as improving the quality and standard of learning. This study therefore recommended that time management training be incorporated into academic advising and tutoring programs in the Nigerian academia.

Share and Cite:

Olowookere, E. , Alao, A. , Odukoya, J. , Adekeye, O. and Agbude, G. (2015) Time Management Practices, Character Development and Academic Performance among University Undergraduates: Covenant University Experience. Creative Education, 6, 79-86. doi: 10.4236/ce.2015.61007.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Al Khatib, A. S. (2014). Time Management and Its Relation to Students’ Stress, Gender and Academic Achievement among Sample of Students at Al Ain University of Science and Technology, UAE. International Journal of Business and Social Research (IJBSR), 4, 47-58.
[2] Balduf, M. (2009). Underachievement among College Students. Journal of Advanced Academics, 20, 274-294.
[3] Baron, R. M., & Kenny, D. A. (1986). The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic and Statistical Considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
[4] Benninga, J. S., Berkowitz, M. W., Kuehn, P., & Smith, K. (2003). The Relationship of Character Education Implementation and Academic Achievement in Elementary Schools. Journal of Research in Character Education, 1, 19-32.
[5] Berkowitz, M. W., & Bier, M. C. (2007). What Works in Character Education. Journal of Research in Character Education, 5, 29-48.
[6] Britton, B. K., & Tesser, A. (1991). Effects of Time-Management Practices on College Grades. Journal of Educational Psychology, 83, 405-410.
[7] Davidson, M., & Lickona, T. (2007). Smart and Good: Integrating Performance Character and Moral Character in Schools. https://www2.cortland.edu/dotAsset/255922.pdf
[8] Davidson, M., Khmelkov, V., & Baker, K. (2011). Sustainability and Enduring Impact: Shaping an Intentional Culture of Excellence and Ethics. Journal of Character & Leadership Integration, 2, 35-50.
[9] Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A Meta-Analysis of After-School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents. American Journal of Community Psychology, 45, 294-309.
[10] Misra, R., & McKean, M. (2000). College Students’ Academic Stress and Its Relation to Their Anxiety, Time Management, and Leisure Satisfaction. American Journal of Health Studies, 16, 41-51.
[11] Oredein, A. O. (n.d). Checking Examination Malpractice in Nigerian Schools.
[12] Pehlivan, A. (2013). The Effect of the Time Management Skills of Students Taking a Financial Accounting Course on their Course Grades and Grade Point Averages. International Journal of Business and Social Science, 4, 196-203.
[13] Sevari, K., & Kandy, M. (2011). Time Management Skills Impact on Self-Efficacy and Academic Performance. Journal of American Science, 7, 720-726.
[14] Silay, N. (2013). Character Education at Universities. Journal of Education and Social Research, 3, 43-50.
[15] Talib, N. (2012). Determinants of Academic Performance of University Students. Pakistan Journal of Psychological Research, 27, 265-278.
[16] Wolfe, R., & Johnson, S. (1995). Personality as a Predictor of College Performance. Educational and Psychological Measurement, 55, 177-185.
[17] Yilmaz, Î., Yoncalik, O., & Bektas, F. (2010). Relationship between the Time Management Behaviour and Academic Success. E-Journal of New World Sciences Academy, 5, 187-194.
[18] Zimmerman, B. J. (1998). Academic Studying and the Development of Personal Skill: A Self-Regulating Perspective. Educational Psychology, 33, 73-86.

Copyright © 2023 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.