Statistical insignificant of gender and personality trait on academic task procrastination reduction using cognitive restructuring and time management training technique among secondary school students

Abstract

The study examined the effect of cognitive restructuring therapy, time management training on academic task procrastination and its significant with gender and personality trait among Senior Secondary School students in Ogun State. Quasi-experimental pretest/ post test control group designs were adopted for the study. Simple random sampling technique was utilized to select sample size of 126 students comprising of 69 male and 57 female students drawn from three educational zones in Ogun State. Two research instruments were used in data collection which included: Tuckman’s Procrastination Scale (TPS), Eysenck Personality Questionaire (EP). All the instruments were used for the pre- test and post-test. The pre- test and post-test scores were analyzed using the Analysis of Covariance (ANCOVA) at 0.05 level of significance. The study revealed that both Cognitive Restructuring Therapy and Time Management Training were effective in reducing academic task procrastination among the participants. The study also revealed that there is no significant difference in the post-test scores on academic task procrastination that can be accounted for because of gender. Finally, it was revealed that personality trait was not significant on the level of academic task procrastination among the participants and that there were no interactions effects personality trait and the experimental conditions among the participants. Discussion based on the findings of the study was done.