Effect of Cognitive-Behaviour Therapy on Procrastination Reduction and Improved Mathematics Achievement among Low Achieving Students

Abstract

This study investigated the effect of cognitive behaviour therapy (CBT) on procrastination reduction and improved mathematics achievement among low achieving students in Enugu State, Nigeria. Quasi-experimental, pre-test, post-test, control group, research design was adopted. Participants were 24 senior secondary school one (SS1) students. Cognitive-behaviour therapy treatment was on experimental group for 15 weeks while control group had no treatment. Instruments for data collection were adapted Procrastination Assessment Scale-Student, Teacher Made Mathematics Diagnostic Test (TMMDT) and Teacher Made Mathematics Achievement Test (TMMAT). The instruments were validated and reliability tested. Pearson's product moment correlation yielded a reliability co-efficient of .900, .816 and .868 respectively. The statistical analysis was significant at p< 0.05 which showed that the independent variable had effects on dependent variable.   Therefore, we conclude that CBT had effects on procrastination reduction and improved mathematics achievement but no gender effect. Counselling and psychotherapeutic intervention was recommended for academic improvement in Enugu State.