The Effectiveness of Time Management Training on Academic Engagement and Creative Thinking Among High School Students

Abstract

Purpose: The objective of this study was to evaluate the effectiveness of a time management training program on enhancing academic engagement and creative thinking among high school students.   Method: This study employed a randomized controlled trial design with two groups: an experimental group and a control group, each consisting of 30 participants. Data were collected at three time points: before the intervention, immediately after, and three months post-intervention. We utilized the Analysis of Variance (ANOVA) with repeated measurements to analyze the data, followed by Bonferroni post-hoc tests to examine specific group differences. Statistical analysis was conducted using SPSS-27.   Findings: The findings showed that the intervention significantly improved academic engagement and creative thinking in the experimental group compared to the control group. At post-test, the experimental group showed a significant increase in academic engagement scores from a mean of 68.20 (SD = 7.45) to 76.34 (SD = 8.15), and in creative thinking from 70.11 (SD = 8.90) to 75.28 (SD = 9.30). In contrast, the control group exhibited only slight improvements. The ANOVA results indicated significant group effects (F(1, 58) = 13.84, p < 0.001) for both variables.   Conclusion: Therefore, the time management training program effectively enhanced both academic engagement and creative thinking among high school students. The findings suggest that structured time management training can be a valuable addition to educational strategies aimed at improving student outcomes in academic and creative domains.