Abstract
The purpose of the study was to determine the mediating effect of time management skills on the relationship between homework load and mathematics achievement among mathematics college students. The study is quantitative non-experimental research that utilizes descriptive-correlational, and mediation analyses. Using stratified random sampling specifically proportional allocation for the sampling techniques and Slovin’s formula with 0.05 margin of error for the sample size, a sample of 150 randomly selected mathematics education students answered the surveys on the three variables. Results showed that the level of homework load and mathematics achievement where in all high level. Moreover, the level of time management skills is also at a high level. Results also revealed that the relationship between homework load and mathematics achievement, homework load and time management skills, and time management skills and mathematics achievement among first to fourth-year mathematics students were significant. Moreover, the results showed that time management skills fully mediated the relationship between homework load and mathematics achievement. This means that giving students more homework in math can initially help improve their basic understanding. However, this benefit may fade if the homework time is not well-managed. Teachers should also think about the amount of homework they give students, as well as their thinking strategies and how they manage resources. These factors can influence how well teaching quality relates to satisfaction with math. In summary, this study shows that well-organized schedule can help improve the amount of homework done and the success in math.
