The central problem of this study is academic underachievement of secondary school students over the years. Schools in Kenya, especially in Mombasa County are facing a big problem of poor quality grades which may be attributed to students’ spending minimal time on school activities and giving up easily when faced with difficulties. Poor quality grades have been consistently realized due to students’ inability to identify with academics and failure to connect current school performance to future outcomes. Therefore, the study sought to find out the extent to which study time management predicts academic achievement of secondary school students. The Future-Oriented Motivation and Self-Regulation Theory was used to explain the study. This study used an ex post facto design. Purposive, stratified and simple random sampling were employed. Nine schools were purposively selected from a population of 49 public secondary schools from which a total of 542 students were selected in Mombasa County. Document analysis and self-report questionnaires were used. The questionnaire comprised the following scales: Assessment of Time Management Scale was used to measure study time management; identification with academics was measured using the identification with academics Scale and Students’ academic achievement was measured using examination records obtained from school. Data was analysed using quantitative approach. Study time management significantly and positively predicted achievement. Findings help to inform policy makers, teachers, parents, and students on the importance of valuing academics for optimal academic achievement.
Cite this paper
Yaki, R. N. , Kigen, E. and Mutweleli, S. M. (2025). Study Time Management as a Predictor of Academic Achievement of Secondary School Students in Mombasa County, Kenya. Open Access Library Journal, 12, e14596. doi: http://dx.doi.org/10.4236/oalib.1114596.
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