Academic procrastination from the perspective of middle school students in the city center of Kalar

Abstract

Procrastination remains a pervasive challenge among high school students, adversely impacting both academic performance and mental well-being. This study aims to elucidate the underlying factors contributing to procrastination in academic tasks, such as homework and exam preparation, from the perspective of the students themselves. Moreover, the research endeavors to propose viable solutions to mitigate this issue. The population of the study is Kalar high school students. The sample of the study compromise of the 150 high school students from grade 10^th and 11^th. Employing a descriptive analysis approach, the study developed a Likert-scale questionnaire to gather data. Statistical methodologies, including mean calculation, percentage weighting, and one-way ANOVA, were employed to analyze the collected data. The findings underscore the significant role played by factors such as the perceived burden of homework, deficient time management skills, and the absence of grading for assignments in fostering procrastination. Additionally, delaying homework negatively affected the scientific achievement of 78% of participants to varying degrees. This study holds critical implications by pinpointing key reasons behind academic procrastination, thereby empowering educators to devise targeted interventions. Furthermore, it contributes to the scholarly discourse by furnishing empirical evidence on procrastination among high school students in Kalar, thereby bridging existing research gaps.