اثرات سبک های یادگیری و مدیریت زمان بر موفقیت های آکادمیک

The present paper presents an experiment conducted between November 2009 and February 2011. The main hypothesis of the study was that efficient time management, under the guidance of an educational counselor, lead to significant increases in students academic performances and, consequently, lead to academic success. A number of 130 participants with low academic performances after the first two semesters (October 2009 – February 2010 – First semester, March – June 2010 – The second semester) participated in the study. All participants had above average or superior intellectual abilities (according to baccalaureate results). The educational counselor elaborated individualized and flexible programs for each participant in the experimental condition according to students learning styles, circadian, and eating rhythms, and daily and weekly effort curves. The program included planning of all activities participants were to develop during the two months of the experimental intervention. The results confirmed the hypothesis, showing the efficiency of time management individualized programs.

In Romania, college admission to many study programs is based on a file. Baccalaureate grade is the selection criteria for both budgeted and fee admission. We noticed, on an empirical basis, that a significant percentage of students have lower academic results in their first semester than the baccalaureate results. Most of students complain about the lack of time for learning. Considering this situation, we initiated an investigation in order to establish if efficient time management could be a solution. Learning styles are defined as the personal preference for using certain learning strategies and techniques. According to some authors (Linksman, 1999), one can increase his or her academic results by knowing his learning style and adopting adequate learning techniques. Main characteristics of the four styles are presented as follows. Auditory style – learns by listening conversations, explanations or presentations; speaks loudly during the action taken in order to learn; speaks in mind; surrounding noises easily distract him; learns much more easily when reading aloud the material; prefers oral responses rather then written ones. Visual style – learns by perceiving the written material; processes information by using figures, maps, images, diagrams; learned material is fixed through re-reading or re-writing; places great importance on details; retains much easier what is seen than what is heard;

forgets verbal instructions; reads fast and correct; prefers written responses rather then oral ones. Kinesthetic style – prefers to be physically involved in the learning activity; uses non-verbal communication; learns best in situation in which he can experience; lack of activity leads to agitation; builds models and manipulates objects in order to find explanations to abstract concepts; rarely talks; retains learning material while walking; uses body action to demonstrate what he learned.