Please use this identifier to cite or link to this item: http://ir.library.ui.edu.ng/handle/123456789/8829
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dc.contributor.authorOnuka, A. O. U.-
dc.contributor.authorOnyene, V.-
dc.contributor.authorJunaid, I. O.-
dc.date.accessioned2024-03-07T14:39:43Z-
dc.date.available2024-03-07T14:39:43Z-
dc.date.issued2008-
dc.identifier.issn1450-2267-
dc.identifier.otherui_art_onuka_effective_2008-
dc.identifier.otherEuropean Journal of Social Sciences 5(4), pp. 122-132-
dc.identifier.urihttp://ir.library.ui.edu.ng/handle/123456789/8829-
dc.description.abstractThis paper discusses the essence of time management arid its positive effect on teaming Inland subsequently on learning. Samples were selected in two phases of the study viz: a the outset when 31 schools were selected in Ibadan City and after phase one of the study when the most effective teacher-time-manager and the least-effective-teacher-time manager were v identified. Thirty students each from these classes were randomly selected and used a: the pretest -posttest experimental/control groups design to confirm or confound the resul s of jilone. Findings include: effective-time management resulted in effective and learning if Teachers were to be effective time managers they must minimize social activities and |devote more time preparation, good time management engenders improved student performance etc. Recommendations were that to assist teachers to manage their time better, they should be well remunerated; teachers should reduce their social activities to the b irest minimum; they should the business more seriously among others.en_US
dc.language.isoenen_US
dc.subjectTime managementen_US
dc.subjectTeaching effectivenessen_US
dc.titleEffective time management for teaching effectivenessen_US
dc.typeArticleen_US
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