IMPACT OF PROBLEM-SOLVING SKILLS TRAINING ON ACADEMIC PROCRASTINATION AMONG SECONDARY SCHOOL STUDENTS IN JOS METROPOLIS, PLATEAU, STATE, NIGERIA

Abstract

This study investigated the impact of problem-solving skills training on academic procrastination among secondary school students in Jos metropolis, Plateau State, Nigeria. Academic procrastination has become a major educational and psychological concern among secondary school students, often resulting in poor academic performance, low self-esteem, examination performance, low self-esteem, examination anxiety and reduced motivation towards learning. The study adopted a quasi-experimental research design involving pre-test and post-test control groups. The population of the study comprised all senior secondary school II students in public secondary schools in Jos metropolis. A purposive and simple random sampling techniques were used to select participants who exhibited high levels of academic procrastination. The instrument used for data collection was the Academic Procrastination Scale (APS), alongside a structured Problem-Solving Skills Training Programme developed by the researchers. The content validity of the instrument was established by two experts in Guidance and Counselling and Research, Measurement and Evaluation units in Faculty of Education, University of Jos. The reliability coefficient of 0.82 was obtained using Cronbach Alpha reliability method. The treatment group was exposed to problem-solving skills training sessions focusing on problem identification, generation of alternatives, decision-making, goal setting, time management and self-monitoring, while the control group received conventional guidance services. Data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). Findings revealed that problem-solving skills training significantly reduced academic procrastination among secondary school students exposed to the intervention compared to those in the control group. The study further showed that students who participated in the training demonstrated improved task completion, better study habits, increased academic responsibility and enhanced decision-making abilities. The findings also indicated that gender had no significant influence on the effectiveness of the intervention. Based on the findings, the study concluded that problem-solving skills training is an effective counselling intervention for reducing academic procrastination among secondary school students in Jos metropolis. The study recommended that school counsellors, teachers and educational psychologists should integrate problem-solving skills training into school counselling programmes and academic support services to enhance students’ academic adjustment and performance.