Assessment of time management at open and distance learning institutions and its impact on academic performance in Tanzania a case of evening secondary schools under Institute of Adult Education

The study assessed time management at open and distance learning institutions and its impact on students’ academic performance .It focused on exploring time allocation, utilization as well as monitoring among three centres offering that kind of education under the Institute of Adult Education in Dar es Salaam. Three research objectives were addressed, these included first to asses the time allocated in the classroom instructions and its utility, second to explore the mechanisms used to ensure proper utilization of timetable, and third to determine the impact of time management on students’ academic performance. Conceptual framework was adapted from Anderson (2002) Resource Management Cycle. The sample population included Evening Secondary school Centres under Institute of Adult Education in Ilala district –Dar es Salaam. The sample size included 90 students, 9 teachers, 3 Centre coordinators and 1 Regional resident tutor. Data was generated through interviews, questionnaires, observation schedules and documentary review. Quantitatively based data were manually coded in terms of frequencies and percentages, and the qualitative data were subjected to content analysis. Therefore, qualitative and quantitative methods complimented each other. The major findings of the study revealed that time management in evening secondary schools negatively affected students’ academic performance. It was found that the time allocated for course completion was two years. This led to poor performance in form four national examinations. Teachers were not able to cover the syllabi and students lacked enough time for getting prepared for exams. It was found that the time allocated for classroom instructions was not properly utilized by both students and teachers.Morever; the study revealed that several mechanisms including attendance registers, teachers’ attendance books, school timetables, inspectorates as well as guidance and counseling were being used to monitor time utilization as scheduled in the timetable. The study recommended that the course duration be increased from two years to four years so as to have enough time for syllabi coverage and revisions. Also the centre management, teachers, and students have to observe time as the basic resource in teaching –learning process, so as to accomplish school activities.