IMPACT OF SCHEDULING AND TIMETABLE CLASHES ON THE ACADEMIC PERFORMANCE OF INTEGRATED SCIENCE STUDENTS

The study investigated the impact of scheduling and timetable clashes on academic performance of integrated science students. Five research questions were raised to guide the study. Descriptive survey research design was adopted by the study. The population of the study comprised of all science education students in of the selected university. Specifically, the study focused on 150 students in integrated science, chemistry education, and biology education. They were selected from the population using the stratified random sampling technique. The questionnaire was the instrument used for data collection. The validity of the instrument was validated by the researcher’s supervisor. The data collected were analyzed using descriptive statistical methods, frequency counts at 0.05 level of significance. The result of the reliability test yielded a Cronbach Alpha coefficient of 0.84, which indicates a high level of internal consistency of the instrument. The study found that many students experience timetable clashes, including lecture overlaps and scheduling conflicts, during their academic activities. It also revealed that timetable clashes vary across academic levels, with students in higher levels (especially 300 and 400 levels) facing more scheduling challenges due to heavier workloads and course combinations. Furthermore, Integrated Science students were found to experience more timetable-related problems because they take courses from multiple science departments, affecting both male and female students. Based on the findings, the study recommends that university management adopt effective timetable planning, computerized scheduling systems, and balanced academic schedules while encouraging students to develop time-management skills in order to reduce timetable clashes, minimize stress, and improve academic performance.