Abstract:
This study examined the influence of time management practices, and distress on the academic performance of senior high school students in the Okere District, Ghana. The research was conducted with a focus on a single research question and four hypotheses. Employing a descriptive survey design and a quantitative approach, the study utilised multi-techniques procedures, including purposive, proportionate, and simple random sampling, to identify and select a sample of 313 participants. Time management practices scale, depression, anxiety and stress scale were adapted to collect data for the study. Mean and standard deviations, structural equation model, independent sample t-test and moderation analysis were used to analyse the data. The findings of the study revealed higher levels of time management practices among students. The findings indicated that despite time management practices having a positive relationship with academic performance, overall time management practices were not found to influence the academic performance of students. The study also showed that despite depression, anxiety and stress having a relationship with academic performance, overall depression, anxiety and stress were not statistically significant to the academic performance of the students. The study also revealed that there is no gender difference in depression, anxiety and stress among students. The study further indicated that gender did not moderate the effect between time management practices and the academic performance of the students. The study recommended that educational institutions should consider offering time management workshops to improve time management strategies, goal-setting and organization skills among students.
