Zeleke, Seleshi (PhD)Hambisa, Mitiku2019-01-232023-11-102019-01-232023-11-102010-06http://etd.aau.edu.et/handle/12345678/15940The maj or purpose of this study was to examine interrelationships of approach to studying, time management skill, motivation and academic performance. Questionnaire and interview were used to gather data from a random sample of 220 (103 male and 117 female) second year Mizan-Tepi University students. Correlational and regression analysis, factor analysis, ANOV A and t-test were used to analyze quantitative data. Statistically significant relations were found among approach to studying, time management skill and academic performance (P<.01). Approach to studying, time management skill and motivation accounted for the largest proportion of the variance (Adjusted R2 = .28) in academic performance. Regardless of gender, ANOV A revealed statistically significant difference in academic performance between deep and surface, and intrinsic motivation and amotivation predominant students. Also students who were predominant in making and following a schedule and in organized use of their time obtained significantly higher COP As than those who tended to procrastinate. Results of data obtained through interview indicated that the students adopted the strategic approach to studying more often, varied in their time management skills and had self-determined motivational orientation. It was concluded that approach to studying, time management skill and motivation were closely related variables that play vital roles in academic performance. Practical implications of the findings were discussed.enApproach to Studying, Time Management SkillThesis