Effect of Integrated Study Reading on Polytechnic Students’ Success Mindset, Time Management and Academic Achievement

Abstract

This study was conducted to make a case for the integration of study reading to students’ daily academic and lifestyle schedules through regulated monitoring. Three null hypotheses were tested. 400 students from four departments in three faculties of a polytechnic were selected and randomly assigned to experimental and control groups of 200 each. Subjects were lectured on study reading skills and the importance of academic success mindset and time management but the experimental group was monitored and effectively guided to put the skills to use. Two instruments used were Effect of Integrated Study Reading Questionnaire (EISRQ) filled by experimental group before and after treatment and Test of Students’ Achievement (TOSA I-IV) written by both groups after
treatment. Results showed that experimental group achieved higher grades (M=3.82; SD 1.10) than control group (M=2.74; SD 0.82). The mean difference was statistically significant t (398) =11.11, p < 0.05. There was a remarkable difference in students’ time management practices after treatment. Post treatment mean score was higher (M=2.59; SD=0.49) than pre- treatment mean
score (M=1.80; SD=0.66). The mean difference was statistically significant (t(199) =22.30, p < 0.05). There was also a positive relationship between students’ success mindset and time management (r 198 = 0.896, p<0.05). It was concluded that every student had the potential to be success-minded, less wasteful with time, and make high grades in examinations if closely monitored and supervised to practise study reading.