ENHANCING ACADEMIC ACHIEVEMENT THROUGH EFFECTIVE TIME MANAGEMENT HABITS: A COUNSELLING INTERVENTION FOR SECONDARY SCHOOL STUDENTS IN FAKO DIVISION, CAMEROON
Abstract
This study examined how time management habits, developed through structured counselling intervention strategies, enhance academic success among students in secondary schools in Fako Division. It was motivated by persistent fluctuations in students’ performance at public examinations which have been linked to poor study habits, particularly ineffective time management. The study adopted an embedded mixed-methods research design, with a dominant quantitative component supported by qualitative insights. A single-group pre-test and post-test quasi-experimental design was used to assess changes in students’ time management habits and academic performance following the intervention. The sample consisted twelve purposively selected participants, including ten form five students and two guidance counsellors from Bilingual Grammar School, Molyko-Buea. Data were collected using study habits pre- and post-tests, a structured Counselling intervention protocol, interview guides, and students’ sequence test results. Quantitative data were analyzed using descriptive statistics and effect size analysis, while qualitative data were analyzed thematically. Findings showed that prior to the intervention, students demonstrated poor time management habits characterized by lack of structured planning, study routines, ineffective prioritization, poor time allocation, and high susceptibility to distractions. These deficiencies were reflected in low sequence test scores, weak subject averages, and limited subject pass rates. The counselling intervention led to a significant improvement in all indicators of time management, with students demonstrating the use of personal study timetables, improved prioritization of academic tasks, better allocation of study time, and enhanced management of distractions. Correspondingly, students’ academic performance improved substantially, as evidenced by higher sequence test scores, increased subject averages, and a greater number of subjects passed. The effect size analysis further indicated that the improvement was statistically significant and not due to chance. The study also established that improvements in sequence test performance serve as reliable predictors of success at public examinations, thereby confirming that enhanced time management habits directly contribute to academic achievement. The findings demonstrated that the counselling intervention not only improved academic outcomes but also facilitated a transformation in students’ study behaviors, including increased time awareness, structured planning, and disciplined engagement with academic tasks. It was concluded that effective time management habits, when systematically developed through structured counselling intervention strategies, play a critical role in improving students’ academic success.
Downloads
References
Ajaoung, E. J. (2023). 2023 GCE records drop in performance. The Guardian Post.
Ajayi, I. A. (2013). Continuous assessment and students’ academic performance in secondary schools. Lagos: Educational Publishers.
Ajayi, I. A. (2013). Continuous assessment and students’ academic performance in secondary schools. Journal of Educational Research and Development, 5(2), 45–52.
Akinade, E. A. (2019). Time management strategies and students’ academic performance in secondary schools. Lagos: Educational Research Press.
Akinyemi, A. (2019). Time management practices and academic performance among secondary school students. African Journal of Educational Research, 23(2), 45–58.
Ako, M. A. (2019). Study habits and academic performance of secondary school students. Journal of Educational Studies, 12(2), 45–58.
Aladejana, A. (2016). Influence of study habits on students’ performance in public examinations. African Journal of Educational Studies, 8(1), 112–120.
Aminu, A. A. (2016). Study habits and academic performance of secondary school students. Journal of Educational Foundations, 6(1), 45–52.
Aremu, A. O., & Sokan, B. O. (2017). A multi-causal evaluation of academic performance of learners. Journal of Educational Studies, 15(2), 45–60.
Arop, F. O., Ekpang, M. A., & Owan, V. J. (2020). Time management and students’ academic achievement in secondary schools. International Journal of Educational Research, 8(2), 45–56.
Braun, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Cameroon Tribune. (2025). 2025 GCE session: Improved performance recorded.
CEIC. (2025). Cameroon secondary education statistics.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum.
Cohen, L. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
Egbe, M. (2018). Study habits and academic performance of secondary school students. African Educational Research Journal, 6(3), 120–128.
Egbo, A. C. (2015). Development of guidance and Counselling. Enugu: Joe Best Publishers.
Eremie, M. D., & Jackson, S. (2019). Counselling strategies and study habits among secondary school students. International Journal of Education and Development, 11(2), 112–120.
Eze, P. I., & Okeke, C. I. (2018). Time management and students’ academic achievement in secondary schools. African Journal of Educational Research, 10(1), 112–120.
Eze, P., & Okeke, M. (2022). Self-regulation and study habits among secondary school students. Journal of Educational Psychology in Africa, 14(1), 67–79.
Eze, T. I. (2021). Study habits and academic performance of secondary school students. Journal of Educational Studies, 12(1), 78–89.
Ezeugbor, C. O. (2017). Counselling strategies and students’ academic achievement in secondary schools. Journal of Educational Research and Practice, 8(2), 45–58.
Fonkeng, G. E. (2010). The history of education in Cameroon. Yaoundé: Presses Universitaires d’Afrique.
Fonkeng, G. E. (2016). The history of education. University Press.
Fraenkel, J. R. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
Ministry of Secondary Education Cameroon. (2022). Annual report on secondary education performance. Yaoundé: Author.
Ndzi, D. (2020). Factors affecting students’ study habits in secondary schools. Cameroon Educational Review, 8(1), 33–47.
Ndzi, D. L. (2020). Study habits and students’ academic achievement in secondary schools. International Journal of Educational Research, 8(2), 112–120.
Ndzi, E. N. (2021). Time management practices and academic achievement of secondary school students. African Journal of Educational Development Studies, 6(3), 102–115.
Ndzi, F. T. (2021). Influence of study skills on students’ performance in secondary schools. Cameroon Journal of Education, 5(1), 67–79.
Nfor, N. G., & Tambo, I. L. (2021). Home environment and students’ academic engagement. International Journal of Educational Research, 9(2), 88–102.
Ngale, I. L. (2016). Educational assessment practices and student performance in secondary schools. African Journal of Education, 4(1), 23–35.
Ngang, T. K., & Tamanjong, E. V. (2022). Self-regulation and academic performance among secondary school students. Cameroon Journal of Education, 9(1), 33–47.
Ngwa, C. A., & Fombe, L. F. (2019). Guidance and counselling practices in schools. Journal of Educational Development, 8(1), 67–80.
Ngwa, P., & Babila, E. (2021). Study habits and academic achievement among secondary school students. Journal of Education and Practice, 12(5), 102–110.
Ngwafor, E. (2015). Academic achievement and continuous assessment in secondary education. Journal of Pedagogic Development, 5(3), 67–78.
Ngwokabuenui, P. Y. (2015). Students’ performance in public examinations and its implications for educational planning. African Educational Research Journal, 3(4), 245–252.
Ngwokabuenui, P. Y. (2015). Students’ study habits and academic achievement in secondary schools. African Educational Research Journal, 3(4), 233–240.
Njukang, I. G. (2021). Determinants of poor academic performance among secondary school students. Journal of Educational Studies, 9(1), 67–78.
Nwachukwu, C. C. (2020). Goal setting and academic success among adolescents. Nigerian Journal of Educational Psychology, 15(2), 120–132.
Nwosu, K. (2020). Time management strategies and students’ academic success. Nigerian Journal of Educational Studies, 18(3), 89–101.
Nwosu, K. C. (2020). Determinants of poor academic performance among secondary school students. Nigerian Journal of Educational Psychology, 15(2), 89–101.
Nwosu, K. C., and Okeke, C. I. (2019). Time management and academic achievement of secondary school students. Nigerian Journal of Educational Psychology, 17(2), 89–98.
Obioma, G. (2012). Assessment and evaluation in education: Theory and practice. Ibadan: Heinemann.
Okorie, N. A. (2016). Counselling strategies for improving study habits among adolescents. Journal of Guidance and Counselling, 9(1), 23–34.
Olayinka, A. R. (2019). Time management strategies and students’ academic performance. Journal of Educational Psychology, 11(1), 34–42.
Owan, V. J. (2020). School factors and students’ academic performance in secondary education. International Journal of Research and Innovation in Social Science, 4(6), 120–128.
Owan, V. J., & Agunwa, J. N. (2019). Procrastination and academic achievement of secondary school students. Journal of Educational Foundations, 10(2), 55–67.
Owan, V. J., & Agunwa, J. N. (2019). Study habits and academic performance of secondary school students. International Journal of Learning and Development, 9(3), 1–15.
Schunk, D. H., and Greene, J. A. (2018). Handbook of self-regulation of learning and performance. New York: Routledge.
Tambo, L. I. (2012). Principles and methods of teaching in Cameroon. Limbe: Design House.
Tchombe, T. (2019). Educational psychology: Principles and practice. University of Buea Press.
Tchombe, T. M. S. (2014). Psychology of learning. Bamenda: Design House.
Tchombe, T. M. S. (2017). Educational psychology: Theory and practice in the African context. Buea: University of Buea Press.
Tchombe, T. M. S. (2017). Psychology of learning and education. Bamenda: Design House.
Tchombe, T. M. S. (2017). Psychology of learning and instruction in Africa. Bamenda: Human Development Resource Centre.
Tchombe, T. M. S. (2018). Educational psychology: Theory and practice in Cameroon. Yaoundé: Presses Universitaires d’Afrique.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.
Aminu, A. (2016). Study habits and academic performance among secondary school students. Journal of Educational Studies, 8(2), 45–53.
Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83(3), 405–410. https://doi.org/10.1037/0022-0663.83.3.405
Ngwokabuenui, P. Y. (2015). Educational assessment and certification in Cameroon. Bamenda: Langaa Research and Publishing.
Nwosu, K. C., & Okeke, C. I. O. (2019). Time management and academic achievement among secondary school students. International Journal of Educational Research, 7(1), 112–121.
Tchombe, T. M. S. (2017). Education, diversity and learning outcomes in Cameroon. Yaoundé: Presses Universitaires d'Afrique.
Trueman, M., & Hartley, J. (1996). A comparison between the time-management skills and academic performance of mature and traditional-entry university students. Higher Education, 32(2), 199–215. https://doi.org/10.1007/BF00138874
Steinmayr, R., Meißner, A., Weidinger, A. F., & Wirthwein, L. (2014). Academic achievement. In Oxford Bibliographies in Education. Oxford University Press. https://doi.org/10.1093/OBO/9780199756810-0108
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944. https://doi.org/10.1111/j.1467-9280.2005.01641.x
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407.
Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated learning: Theory, research, and applications. Routledge.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the Global Publication House will have the full right to remove the published article on any misconduct found in the published article.
