Time management is a skill that every student should not only know, but also apply.

A
lot of university students complain about running out of time when asked to do a
certain task, they get frustrated because they are not able to make it before the
deadline. Time management is extremely important, especially when it comes to
university students because it will boost their grades and enhance their
productivity (Laurie & Hellsten, 2002). However, most of the time students face
problems like task aversion and uncertainty, so they

start to procrastinate because they lack organizational skills. As a result, students will
not be able to organize duties according to their priorities, so they get distracted
easily, ending up procrastinating. As we can see, time management is quite
essential to any university student, and it is one of the keys to higher academic
achievements (Kelly, 2004).

Interest is often thought of as a process that contributes to learning and achievement.That is, being
interested in a topic is a mental resource that enhances learning, whichthen leads to better performance
and achievement (Hidi, 1990). Indeed, research has demonstrated that both situational and individual
interest promote attention, recall, taskpersistence, and effort (Ainley, Hidi, & Berndorff, 2002; Hidi, 1990;
Hidi & Renninger,2006)

Mastery of subject matter enables the teacher to teach and explain the subject matter content well and
make their learners conceive clearly. There are times when learners encounter intellectual concepts too
difficult for learners to comprehend which would only take the intervention of a teacher to simplify or
give alternatives responses. This ability is influenced by the teachers’knowledge and understanding of
the subject matter (Wilson and Wineburg, 1988), which gives them ability to appropriately respond to
questions from the learners.

Experience matters, but more is not always better. The impact of experience is strongest during the first
few years of teaching; after that, marginal returns diminish. A number of CALDER studies confirm
findings from existing research that, on average, brand new teachers are less effective than those with
some experience under their belts (Clotfelter, Ladd, and Vigdor 2007a, 2007b; Harris and Sass 2007;
Kane, Rockoff, and Staiger 2006; Ladd 2008; Sass 2007). Early-career experience has a clear payoff in
teacher effectiveness,1 and the impact is stronger than the effect of most other observable teacher-
related variables including advanced degrees, teacher licensure tests scores, National Board certification
at the elementary level, and class size (Clotfelter et al. 2007a; Ladd 2008; Sass 2007).