As and study strategies because many of these

As Renzulli (2015) states college unpreparedness and achievement are a social issue that we must establish more programs to help students, who did not pass the CUNY Assessment Test (CAT), learn about the time management skills and study strategies because many of these support systems are geared for students who are college ready. Balduf (2009) explains that this is a problem for the students in high school for the reason that as they are trying to progress in their higher education they must also learn to acquire the necessary skills and strategies for postsecondary study. This may be harder for English as second language students and uninterested in math student because of language barriers and lack of interested. Students who did not pass the CUNY Assessment Test (CAT) aren’t usually taught how to respond to academic question, or answering unrelated math questions, and with students failed CUNY Assessment Test (CAT) being a high percentage it is a huge possibility that the students were lack of time management skills and study strategies while they are in high school. This research study is aimed to provide awareness on establishing support systems for students, who did not pass the CUNY Assessment Test (CAT), to help guide them into positive college experiences and to end the repeated cycle of taking remedial classes.  Research question The research question that I ask is “What is the relationship between time management skills and study strategies on GPA amongst full-time freshman college students who did not pass the CUNY Assessment Test (CAT)?” As we do acknowledge the importance of strong time management skills and effective study strategies, we still have not increased the growth of GPA amongst full-time college students who failed CUNY Assessment Test (ACT). Nearly 50% of college students are not academically prepared and increases the likelihood of students dropping out, placing on academic probation, and changing schools. To decrease these percentages, we must consider creating programs that will help students who did not pass the CUNY Assessment Test (ACT) graduate on time, to get well-paying jobs to support financially, and to increase their awareness of the importance in developing stronger time management skills and effective study strategies. Once we learn about their experiences and see that what they need help with, we will be able to implement the appropriate programs for students who did not pass the CUNY Assessment Test (ACT). We investigate time management skills and study strategies on GPA amongst full-time students failed the CUNY Assessment Test (CAT). The hypotheses are as follows:  Students with strong time management skills will maintain a higher GPA.  Consistent with prior research, we expected that students would spend a majority of time in non-academic activities such as socializing, work-related obligations, and leisure, and that academics would not be their highest priority. We hypothesized that how students planned to spend their time will be similar to how they actually spent time. In addition, we hypothesized that students who balance time on academic and non-academic will be able to sustain a higher GPA.  Students with effective study strategies will maintain a higher GPA.  We hypothesized that some students have effective study strategies for postsecondary study and spend more time on academics than their peers. Having effective academic study strategies will be related to more investment in academics, and spending more time in academics will be related to high GPA. We hypothesized that effective study strategies on academics would be positively associated with maintaining a higher GPA.  

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