The information revolution and modern technologies have profoundly affected all aspects of university life, including its components, principles and orientations. This revolution has made rapid growth and development essential in order to keep pace with the continuous changes in higher education institutions [1]. Among the most important requirements for achieving this goal is the efficient use of time. To make full use of the day, time must be divided between carrying out daily tasks and preparing for future plans and activities. All efforts ultimately seek to improve the academic learning outcomes of university students [2].  Gül et al. [3] pointed out that effective time management is built upon strong self-organizations skills and includes a set of distinctive behaviours and attitudes. Therefore, every university student should develop the ability to use time wisely, avoiding unproductive activities. This can be achieved by making time-management skills a daily part of one's life so that they become a general culture transmitted across generations. Lussier and Kimball [4] further explained that we are in urgent need of organizing our time and thoughts in a way that ensures maximum benefit from every minute, if we cannot manage time effectively, we will not be able to manage anything else. He also added that time is a unique and precious resource and the success of investing it depends on sound planning, organization and effective implementation.  Studies conducted over the years have demonstrated the importance of managing and organizing  time.  In  1881,  Frederick Taylor  conducted  a study on motion and the  time allocated for work, which involved dividing time between work and rest and analysing wasted periods [5]. In a 1991 study, Block addressed five main factors related to time management and learning: mental abilities that influence temporal efficiency, comprehension, which is a fundamental factor in successful learning, the quality of instruction and its level of interaction with the learner, the amount of time available for learning and finally, the degree of persistence and willingness of the learner to devote more time to study [6].  In this context, Wu et al. [7] indicated that achieving the highest efficiency in task accomplishment requires an in-depth examination of the time factor and careful attention to its optimal use. He considered one of the most prominent challenges facing Arab university students to be their ability to manage and invest their time in a way that keeps pace with the rapid development of knowledge and skills in the present era. Cronin et al. [8] study, which found a statistically significant correlation between time management and teaching effectiveness, is one of the most recent findings discussed in 2024.  The study also emphasizes how crucial time management is to attaining observable outcomes and efficiently allocating resources.  According to systems analysis theory, an organization's ability to succeed depends on how well its members use their time to accomplish their objectives. The studies further show that, in order to achieve productivity and creativity within institutions, it is necessary to focus on investing time efficiently while utilizing human and material resources to the fullest extent. In this regard, Jukić et al. [9] classified time into four main types: creative time (allocated for planning and thinking), preparatory time (designated for preparation before starting work), productive time (during which activities are actually carried out) and finally general or indirect time (allocated for secondary activities). To activate time management effectively, Ellmer and Rynne [10] proposed a set of steps that include defining goals and setting clear action plans, continuously reviewing performance, unleashing imagination and innovation, benefiting from past experiences as lessons for development and assuming full responsibility for using one's abilities and potential to the maximum. In the sports field, the importance of the serving and spiking skills in volleyball is evident, as they play a central role in determining results and shaping both individual and team performance [11,12]. Educational studies have shown that contemporary teaching strategies, such as Biggs' method, significantly contribute to developing sports performance by promoting deep understanding and enhancing mental skills, which in turn positively affects the improvement of physical performance and tactical abilities [13,14]. The significance of the present study lies in deepening the understanding of the concept of time management and its dimensions in relation to students' academic life, as well as contributing to identifying the extent to which such management influences the acquisition of skills. The study also seeks to explore the learning approach adopted by students on the basis of Biggs' framework for analysing learning approaches and to determine whether the student adopts a surface or a deep approach to comprehending and understanding academic subjects. This is undertaken within the framework of identifying the relationship between learning approaches and time management, on the one hand and learning the serving and spiking skills, on the other, through developing a time-management scale and using Biggs' method to determine the student's learning approach.

Research Problem

The idea of teaching students through multiple means and methods is not new. Academics point out that some students possess a strong passion for learning and engaging deeply with the subjects they study, while others focus merely on acquiring the minimum amount of information required to pass a given course. Some academics even encourage their students to develop a love of learning. However, the current educational system, with its reliance on standardized questions and answers and its use of academic achievement as the sole final criterion for evaluating students' competence, has led to the marginalization of intellectual and creative thinking. As a result, many students have come to depend on rote memorization and mere retrieval of information rather than deep understanding of content and the utilization of knowledge in dealing with classroom and non-classroom problems, which has consequently weakened effective scientific thinking [15]. The problem of the present study is thus manifested in attempting to answer the central question: What is the level of use of Biggs' approaches among female students of the College of Physical Education and Sport Sciences at the University of Misan?

The problem also focuses on identifying the extent to which students are able to manage their time while learning the serving and spiking skills in volleyball and whether they rely on a specific and stable approach in learning these skills. This is examined through studying the time required to learn the skill and the methodology followed to develop performance in it.

Research Significance

Learning styles are among the psychological and educational concepts that continue to attract attention and investigation in the educational field, as they are addressed as a form of individual differences. Learning styles are viewed as a means of processing information that has a direct impact on the processes of teaching and learning, as they contribute to the acquisition, storage and understanding of knowledge, thereby enabling the student to be an active participant in the educational process [16]. Renger and Reading indicate that Biggs' deep learning approach is based on focusing on the content of the task at hand. Students who adopt this approach are characterised by strong intrinsic motivation, as they perceive the task as an enjoyable opportunity that requires their active involvement. When carrying out tasks, they rely on strategies centred on high levels of generalization, such as identifying key ideas, fundamental principles and core rules. This approach enhances a deep and genuine understanding of the subject matter and steers learners away from unnecessary details [17,18]. By contrast, Biggs argues that the surface learning approach is often driven by extrinsic motivation and fear of failure. This approach characterizes students who regard learning as a means to achieving specific ends, such as obtaining a job, pleasing their parents, gaining social acceptance or even avoiding potential problems [19]. These students adopt strategies aligned with such external motives, directing their efforts toward satisfying others rather than achieving self-satisfaction. In this context, learners following this pattern rely heavily on rote memorization without engaging deeply with the content or comprehending it in a comprehensive manner [18].

Research Aims

• To develop a time-management scale and adapt Biggs' learning approaches scale for the study sample

• To identify the effectiveness of time management in learning the serving and spiking skills

• To identify the effectiveness of Biggs' learning approach in learning the serving and spiking skills

Research Hypotheses

• There are statistically significant differences between the pre-test and post-test in learning the serving and spiking skills among the female students in the study sample according to the time-management strategy

• There are statistically significant differences between the pre-test and post-test in learning the serving and spiking skills among the female students in the study sample according to Biggs' learning approach

• There are statistically significant differences between the two post-tests in learning the serving and spiking skills among the female students in the study sample according to the time-management strategy

• There are statistically significant differences between the two post-tests in learning the serving and spiking skills among the female students in the study sample according to Biggs' learning approach

• There is a statistically significant correlation between learning the serving and spiking skills and the orientations of the time-management style among the female students in the study sample

• There is a statistically significant correlation between learning the overhead set (net set) and the 
  orientations of Biggs' learning approaches among the female students in the study sample

Research Delimitations

• Human domain: Fourth-year students at the College of Physical Education and Sport Sciences, University of Misan

• Temporal domain: From 3 January 2023 to 18 February 2024

• Spatial domain: The indoor hall of the College of Physical Education and Sport Sciences, University of Misan

Research Methodology and Field Procedures

The researchers employed the experimental method using a two-group design (experimental and control) with pre- and post-tests, as it is appropriate to the nature of the problem to be addressed.

Research Sample

The research population consisted of second-year students in the College of Physical Education and Sport Sciences at the University of Misan for the academic year 2023–2024, distributed over five sections with a total of 236 students. The research sample was selected randomly by lottery and comprised 25 students, representing 12.71% of the population.

• Experimental group: Represented by Section (A), which initially included 25 students. A total of 12 students were selected by lottery, bringing the actual number of the experimental sample to 15 students

• Control group: Represented by Section (B), which included 12 students. A total of 15 students were selected by lottery, so that the actual number of the control sample became 15 students

• Pilot sample: A group of 10 students was selected from Section (C)

Based on Table 1, which presents the arithmetic means, standard deviations, calculated t-values and error probabilities at the 0.05 level of significance and with 48 degrees of freedom for the evaluation of the stages of technical performance for the two skills and overall time management, the results indicate that there are no statistically significant differences between the experimental and control groups in the pre-test in terms of technical performance. This finding demonstrates the equivalence of the research sample in performance level. 

Table 1: Equivalence of the arithmetic means, standard deviations, t-test values and error probabilities between the experimental and control groups in the pre-test for technical performance, achievement and time management.

Instruments, Devices and Tools Used in the Study

Information-Gathering Methods:

• Arabic and foreign (international) sources and references

• Personal interviews

• Tests and scales

• Scientific observation

• Statistical methods

Devices and Tools Used in the Study

• One HP laptop (Korean-made)

• Three digital cameras with accessories (Canon D80)

• One data-show projector

• One loudspeaker

• Official (standard) volleyball court

• Thirty volleyballs (Chinese-made)

• Smooth wall

• Medical scale

• Measuring tape for height

• Two hand-held stopwatches (Chinese-made)

• One whistle

• Adhesive tape (5 cm wide)

• Pencils

Tests Used in the Study

First: Test for Evaluating the Technical Performance of the Overhand Front (Tennis) Serve [20]

Test Objective: To evaluate the technical performance (technique) of the overhand front (tennis) serve during the three phases of the skill: preparatory, main and final phases.

Equipment Used

A standard volleyball court, three official volleyballs, a performance evaluation form and a video camera.

Performance Specifications

The student performs the tennis serve from the centre of the serving area, which is 9 meters in length, towards the opposite court. The ball must pass over the net and should be directed to land in the opposite half of the court.

Performance Conditions

Each student is given three consecutive attempts. A score of (0) is awarded if the serve is performed in a way that does not conform to the required technical performance specifications.

Scoring
Three evaluators assess the three attempts for each tested student, with each evaluator awarding three separate scores. The final evaluation score is 10 points, distributed across the three phases of the skill as follows:

• Preparatory phase: 3 points

• Main phase: 6 points

• Final phase: 1 point

The best score given by each evaluator is selected and then the arithmetic mean of the best three scores is calculated to obtain the final score for each tested student. The evaluation of the test is carried out by the three evaluators through reviewing the video recordings of the technical performance.

Second: Test for the Technical Performance of the Spiking Skill [21]

Test Objective: To evaluate the technical performance of the spike through the three phases of the skill: preparatory, main and final.

Equipment Used

A standard volleyball court, three volleyballs and a pre-prepared evaluation form.

Performance Procedure

The tested player performs the high front spike from the designated performance area (zone 4). The coach or a member of the assisting team sets the ball correctly for the tested player for three attempts, with the player attempting to hit the ball so that it lands in the opposite court.

Scoring

Three evaluators assess the three attempts for each tested student, with each evaluator awarding three scores. The final score for each attempt is 10 points, distributed across the three phases as follows:

• Preparatory phase: 3 points

• Main phase: 5 points

• Final phase: 2 points

The best score given by each evaluator is selected and the arithmetic mean of the best three scores is then calculated to obtain the final score for each tested player.

Third: Biggs' Style Scale

The researchers benefited from the strengths of time-management scales used in previous studies and sought to avoid their limitations when constructing the present scale. The items of the scale were distributed across four dimensions as follows:

• Time-Management Awareness Behaviours: This dimension includes items that refer to the individual's awareness of how they use their time, through understanding the methods that help them respect and control their time and increase their intrinsic motivation. This, in turn, enables them to accept and assume tasks and responsibilities that match the upper limits of their abilities. This dimension consists of 11 items.

• Planning Behaviours: This dimension includes items that indicate the individual's readiness to utilize the available time to accomplish the tasks and activities required, through a set of procedures and tools (such as setting goals, prioritizing tasks, planning activities and making to-do lists). This dimension consists of 12 items.

• Monitoring Behaviours: This dimension includes items that reflect self-monitoring, which allows the individual to evaluate and control how they spend their time, track their progress in carrying out tasks and provide feedback on the activities and tasks they perform in order to remedy shortcomings and make optimal, systematic and scientific use of time. This dimension consists of 11 items.

• Behaviours for Overcoming Time Wasters: This dimension includes items that refer to any activity that consumes unnecessary time or does not yield a return commensurate with the time spent on it, thereby preventing the individual from achieving their goals effectively. This dimension consists of 10 items.

Students' responses on this scale are determined according to a four-point continuous rating scale: Always (4 points) – Often (3 points) – Sometimes (2 points) – Never (1 point). Accordingly, the highest possible score on the scale is 168 and the lowest possible score is 42.

Pilot Study

The pilot study was conducted on Monday, 6/1/2023 at the College of Physical Education and Sport Sciences, University of Misan, on a sample of 10 students. The objectives of the pilot study were:

• To identify the factors and obstacles that the researchers might face during the implementation of the prepared instructional program

• To measure the suitability of the exercises to the level of the sample members

• To determine the appropriateness of the prepared curriculum to the level of the sample

• To verify the extent to which the sample members understand and respond to the instructional contents prepared according to the time-management strategy and Biggs' method

• To measure the appropriate time allocated to each part of the instructional unit

• To identify the time required to implement the stages of time management and Biggs' method

• To determine the number of main-part exercises that can be performed within a single instructional unit

• To identify the extent of students' engagement with the activities included in the program

Pre-tests

The pre-tests were administered to the research sample in both the experimental and control groups on Wednesday, 8/1/2023, at the College of Physical Education and Sport Sciences, University of Misan. The same tests were used to evaluate the technical performance of the front (tennis-style) serve and the spike.

Instructional Units Based on Biggs' Method

The researchers prepared instructional units for the members of the experimental group based on Biggs' method. The implementation of the program began on Tuesday, 10/1/2023 and continued until Wednesday, 15/2/2023. The units were applied over a period of eight weeks, at a rate of two units per week, making a total of 16 instructional units. Eight units were allocated to serving and eight units to spiking, with each instructional unit lasting 90 minutes. Biggs' method is considered one of the active learning approaches that aim to enhance understanding and retention of information.

Post-Tests

The post-tests were carried out on Sunday, 18–19/2/2023, after the completion of the instructional units, using the same procedures as in the pre-test based on Biggs' method. The researchers were careful to ensure that the spatial and temporal conditions of the post-tests were equivalent to those of the pre-tests.

Statistical Methods

The researchers used the Statistical Package for the Social Sciences (SPSS, version 24) to process the results.

Presentation of Results

Presentation and discussion of the pre- and post-test results of the research variables for the experimental group (Tables 2-4).

Table 2: Values of the arithmetic means and standard deviations of the research variables for the experimental group in the pre- and post-tests

Table 3: Values of the arithmetic means and standard deviations of the research variables for the control group in the pre- and post-tests

Table 4: Values of the arithmetic means and standard deviations of the research variables for the experimental and control groups in the post-test

Discussion and Analysis of the Results

The previous tables show that the pre- and post-test measurements, as well as the post-test–post-test comparisons, revealed statistically significant differences in favour of the post-tests. They also indicate the presence of significant differences in the post-tests between the experimental and control groups, with the results favouring the experimental group. The researchers attribute this improvement to the effectiveness of the instructional units implemented using the time-management strategy and Biggs' method, which is regarded as one of the active learning strategies aimed at improving students' understanding and organizing information in a way that helps them achieve better knowledge acquisition.

Consistency with Previous Studies

The findings obtained by the researchers confirm the importance of Biggs' method in enhancing students' comprehension and understanding. This is consistent with Jiang, who indicated that Biggs' method activates the learner's role and makes them the core of the educational process, thereby constituting an essential starting point in shaping the educational process and enabling the learner to acquire positive cognitive and intellectual skills. Bessa further explains that Biggs' method is essential when considering the educational system, as it contributes to effective interaction among the elements of the educational process and enables the learner to view academic subjects holistically, which in turn helps improve multiple levels of thinking.

Theoretical Interpretation of the Results

The researchers attribute the results to the capacity of Biggs' method to foster and structure self-directed learning, in addition to improving students' knowledge acquisition and developing their critical thinking skills. Moreover, the optimal use of the available conditions during the implementation of the instructional units, through providing the necessary tools and means, contributed to achieving the best possible outcomes by enhancing students' ability to rely on themselves in understanding and applying their tasks. This is in line with Liu et al. [22], who emphasized the need to provide a suitable climate and the necessary resources for accomplishing academic tasks.

Role of Exercises in Enhancing Learning

One of the strengths of the adopted instructional units lies in the gradual progression of learning in accordance with the technical performance steps for each skill. The exercises were sufficiently comprehensive in terms of both physical and skill-related preparation, which was appropriate to the level and abilities of the research sample. This finding is consistent with Abderrahmen et al. [23], who stated that effective motor practice is one of the most important variables in motor learning.

Interpretation of the Effect of Instructional Tools

The use of the required devices and instructional aids contributed to improving the performance level of the experimental group. Khoma et al. [24] and Pustišek et al. [25] study indicate that the availability of supportive tools and devices is one of the fundamental factors that accelerate the learning process.  In light of the above, the researchers conclude that Biggs' method represents an effective means of promoting self-directed learning, improving academic performance and developing students' critical thinking skills. They also emphasize the importance of providing an appropriate educational environment and employing suitable instructional exercises to develop students' skills. Through a review of previous studies and research, it has become clear that systematic planning and goal-setting are among the fundamental pillars for achieving effective time management. This includes allocating specific periods for each task, determining starting and finishing points and using methods and tools that correspond to the required level of achievement. Research has shown that good planning helps individuals use their time efficiently and reach their goals effectively. Studies indicate that students who rely on organized planning and time management tend to achieve a higher academic level. For example, studies conducted by Liu and Taresh [26] and Wolters and & Brady [27] have found a strong positive relationship between time management and academic achievement. Many researchers agree that time management requires the optimal utilization of personal resources, such as individual skills and abilities, which enhances productivity in both academic and professional life. Time is considered a valuable resource, especially for university students, where efficient use of time is a key to academic excellence. To achieve this, students need to acquire specific skills such as setting priorities, early planning and controlling distractions. Research has also indicated that maintaining a balance between study and work is an essential component of effective time management.  Among the most important recommendations for improving time-management skills are: arranging tasks according to their priority, organizing documents and references for easy access, adhering to deadlines and avoiding procrastination. Likewise, using a daily schedule to track tasks helps achieve more organized and efficient progress toward one's goals. Previous research has highlighted the importance of self-management of time and the development of clear daily plans as a cornerstone for academic excellence and a successful professional life. Creating an orderly and organized working environment greatly contributes to improving an individual's productivity and ability to achieve goals. Organizing personal and professional spaces before starting any task is considered an effective tool, as Ilaria and Emanuela [28] indicated. Agranovich et al. [29], Ali and Kasim [30], Rabina and Dyorina [31] and Rahmani [32] further pointed out that time management is a skill that requires a high degree of self-organization, involving the selection of the most effective methods to achieve maximum benefit from time. They explained how this skill enhances academic performance and productivity, particularly for university students. The researchers believe that mastering time-management skills is a central factor in achieving high academic excellence. Time is a valuable resource, especially for university students who face increasing responsibilities and diverse tasks. To improve academic effectiveness and personal success, the student must clearly define priorities based on academic and daily demands. This requires reflecting on questions such as how time is spent and how priorities are arranged in order to handle responsibilities in the best possible way.  Powell et al. [33] also stressed the importance of setting clear priorities and identifying the most important tasks in order to achieve optimal use of time in meeting personal and professional needs. He noted that time management does not merely mean dividing time, but rather represents a cognitive and Behavioural approach that leads to clearer goals and better performance in all domains. In turn, Gumusgul [34] focused on time-management strategies that include time analysis, planning and goal-setting. Nasrallah Khan added that successful time management enhances students' academic efficiency. Hafiz Muhammad Khan also explained that attention to organizing tasks is a key element in achieving the desired outcomes, noting that time management encompasses planning, structuring schedules and systematically determining priorities. The effective components of time management include clarity of goals and the ordering of priorities using efficient tools, such as organizing the surrounding environment and study materials and aligning the task schedule with the individual's natural rhythm of activity and energy. Greenwell, Danzey-Bussell and Shonk, [35].  also pointed to the importance of careful planning and scheduling of activities to achieve greater productivity. According to Gül et al. [3], students with strong time-management skills tend to set both long-term and short-term goals and secure the necessary means to accomplish them, whereas, in Khan et al. (2019) view, the extent to which an individual uses their time is determined by their perception of their priorities and personal plans.

The study led to a number of conclusions, the most important of which are:

• A specialized time-management scale was designed for female students at the College of Physical Education and Sport Sciences, based on a comprehensive and objective analytical methodology

• Biggs' learning-approach scale was applied after being adapted to suit the research sample of female students at the College of Physical Education and Sport Sciences, within a deeply analytical and objective framework

• The study showed that students who adhered to time management demonstrated higher efficiency in learning the serving and spiking skills, compared with students who did not organize their time, when using Biggs' method

• A clear positive relationship was established between time management among the students in the research sample and the use of Biggs' method

• The results highlighted the impact of Biggs' method on the development of sport skills, as the instructional units based on this method played a notable role in enhancing the serving and spiking skills in volleyball compared with traditional methods This strategy proved flexible in fostering deep understanding and enabling precise and smooth execution of the skills

• Biggs' method enhanced students' motivation towards learning and participation, which increased the effectiveness of the instructional units and enabled them to achieve their objectives with higher efficiency

• Continuous analysis revealed that improvement in the serving and spiking skills was not limited to the application period only, but continued for some time after the completion of the instructional units, reflecting the effectiveness of the strategy in consolidating skills in a sustainable manner

• The results demonstrated that Biggs' method can be regarded as an effective model for teaching other skills, whether in volleyball or in similar sports, as it shows a distinctive capacity to integrate cognitive and physical aspects in order to achieve comprehensive and integrated learning

Recommendations

The main recommendations of the study are as follows:

• Emphasizing the importance of raising students' awareness and guiding them to organize their time effectively, while encouraging them to engage with a deep learning approach when learning games This contributes to the development of their motor and skill-related abilities and enables them to achieve their set goals

• Urging students to use a daily log to document their Behaviours and daily tasks and to analyse what is recorded in this log in order to make optimal use of time and to priorities activities that deserve more or less time

• Applying Biggs' learning-style scale to other games or skills in order to identify students' learning patterns and orientations

• The researchers recommend adopting Biggs' method within volleyball teaching programs, particularly when teaching basic skills such as serving and spiking, as this strategy has proven effective in enhancing students' understanding of fundamental skills

• The researchers propose applying Biggs' method to the teaching of various sports skills, whether in individual or team sports and examining its impact on improving performance levels across different sporting domains

• The researchers call for conducting similar studies that focus on other innovative instructional strategies and for making comparisons between these strategies and Biggs' method, with the aim of improving methods of teaching sports skills in more effective ways

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