Time Management Training to Reduce Academic Procrastination Among First-Year Students: A Pre-Experimental Study

Abstract

This study aims to examine the effectiveness of time management training in reducing academic procrastination levels among first-year university students. The study is motivated by students' high tendency to delay completing academic tasks, a behavior that negatively affects productivity, academic achievement, and psychological well-being. A quantitative approach was employed using a one-group pretest-posttest experimental design. The sample consisted of 35 students selected through purposive sampling. Inclusion criteria required that participants be active students exhibiting moderate to high levels of academic procrastination as measured initially, and attend the time management training. Data analysis was conducted using the Wilcoxon Signed-Rank Test. The results indicate that time management training had a significant effect on reducing academic procrastination (Asymp. Sig. = 0.000 < 0.05). The mean rank for procrastination decreased from 46.47 in the pretest to 24.53 in the posttest. These findings demonstrate that time management training is an effective intervention for helping students manage their time more effectively, thereby reducing academic procrastination.