EFFECTIVENESS OF A STRUCTURED TIME-MANAGEMENT AND STUDY-SKILLS TRAINING PROGRAMME ON ACADEMIC STRESS, COPING BEHAVIOUR, AND ACADEMIC CONFIDENCE AMONG HIGHER SECONDARY SCHOOL STUDENTS IN SELECTED SCHOOLS OF BHOPAL, MADHYA PRADESH

Abstract

Background: Higher secondary school students frequently experience substantial academic demands related to examinations, competition, extensive curricula, parental expectations, career decisions, and time constraints. Ineffective time management and inadequate study strategies may intensify academic stress and encourage maladaptive coping while reducing students' confidence in managing academic tasks. Structured training in time management and study skills may provide a practical school-based approach to improving students' academic and psychological functioning.

Methods: A quantitative evaluative approach with a quasi-experimental pre-test–post-test control-group design was adopted for this illustrative research article. A total of 50 higher secondary school students from selected schools of Bhopal, Madhya Pradesh, were allocated into an experimental group (n = 25) and control group (n = 25). The experimental group received a structured time-management and study-skills training programme, while the control group continued with routine school activities. Academic stress, adaptive coping behaviour, and academic confidence were assessed before and after the intervention using structured measures. Descriptive statistics, paired t tests, independent t tests, and appropriate association tests were used.

Results: At baseline, the two groups showed broadly comparable outcome scores. Following the intervention, mean academic stress in the experimental group decreased from 31.84 ± 5.62 to 21.36 ± 5.08, while adaptive coping increased from 48.72 ± 7.14 to 61.48 ± 6.53 and academic confidence increased from 51.16 ± 7.42 to 65.28 ± 6.81. The post-test differences between the experimental and control groups were statistically significant for academic stress (p < .001), coping behaviour (p < .001), and academic confidence (p < .001).

Conclusion: The illustrative findings indicate that structured training in time management and study skills may be effective in reducing academic stress while improving adaptive coping and academic confidence among higher secondary school students. School-based programmes focusing on practical study planning, prioritization, goal setting, examination preparation, and adaptive coping may contribute to student well-being and academic functioning.