Gender Difference in Procrastination Among University Students
Farhah Kassim1, Nurul Syifaa Samiun1, Nurrulaini Ahmad1, Nur Aini Az-zahara Ahmad Zamri1, Wirawani Kamarulzaman1*
1 Kulliyyah of Education, International Islamic University Malaysia, Gombak, Malaysia
*Corresponding Author: [email protected] Accepted: 15 August 2022 | Published: 1 September 2022
DOI:https://doi.org/10.55057/ajress.2022.4.3.2
_________________________________________________________________________________________
Abstract: Procrastination is the act of delaying an activity unnecessarily, and individuals experience extreme anxiety when they begin to think about it, such as a late submission and pressure to complete the work or assignment. Since previous research did not fully address the impact of gender on procrastination, the purpose of this study is to determine whether there is a correlation between gender and procrastination. Also, to compare the procrastination levels of male and female students from a public university in Selangor. This study's data were collected via a questionnaire utilising the Procrastination Scale by Lay (1986) with a 5-Likert scale. This survey's sample consists of 51 students (25 male and 26 female students) enrolled in various courses at the university. This study's data were analysed using correlational analysis and the t-test. Students demonstrate a moderate level of procrastination, and it was determined that males procrastinate more frequently than females. In this study, the limitations and improvements are discussed.
Keywords: procrastination, university students, gender, quantitative study
_________________________________________________________________________
1. Introduction
According to Mandap (2016), procrastination is extremely prevalent among university students who must complete an abundance of assignments, projects, and exams. Procrastination typically occurs when one activity is unnecessarily postponed, and individuals experience extreme anxiety when they begin to consider it (Motie et al., 2012). It always has negative consequences, such as late assignment submission, anxiety, and a rush to prepare for exams, as well as social anxiety.
There are numerous studies on the procrastination of male and female students. Mandap (2016) found that male students procrastinate more than female students, with a mean of 41.36 versus 39.39 for males and females, respectively. On the other hand, according to a study conducted by Uzun Ozer (2005), several tasks, such as completing homework assignments and studying for exams, are interrelated for female students, whereas male students may avoid such tasks.
According to the findings of Yaakub's (2000) study, approximately 80 percent of Malaysian university students are considered procrastinators. Moreover, according to a second study conducted by Bilge Uzun Ozer and Joseph R. Ferrari (2017), a total of 117 out of 214 students (55 percent) report that they frequently engage in academic procrastination. This is supported by Hafsa Arif et al. (2014), who found that male students procrastinate more than female students (M: 38.64). (M: 36.69). Furthermore, a study done by Murat Balkis and Erdinc Duru (2017) who conducted a study on 441 undergraduate students (49.4% of female and 50.6% of
their academic performance also in academic life satisfaction as compared to females. In a study involving 450 students, Limone et al. (2020) found that males tend to procrastinate, have poor time management skills, and employ metacognitive strategies more frequently than females in academic settings. Aside from that, Clarry developed this survey in 1986 with the purpose of examining procrastination in relation to achievement, energy level, and self-esteem.
Problem Statement
Research on procrastination has been conducted in numerous disciplines, including education, psychology, political science, and economics. However, most of the research has focused on investigating this phenomenon in academic contexts, where the nature, causes, and consequences of procrastination remain controversial (Bakar et. al., 2016). Academic procrastination, which occurs in academic situations, is the most prevalent form of procrastination. Gender differences in procrastination have also been studied in order to determine which gender has a greater procrastination propensity or if there is no gender difference in procrastination. In this study, gender was therefore viewed as an important variable, as it is generally accepted that gender influences academic procrastination (Gropel et al., 2008; Klassen et al., 2009).
Studies on gender differences in academic procrastination have shown varied and contradictory results. Some research has found no gender differences in procrastination. Some scholars have stated that females are more prone to procrastination and the other group researcher also stated that males are more likely to procrastinate (Balkis et al., 2017). For example, a recent large- sample study among undergraduate students that has been done by Steel and Ferrari (2013) found that males are more likely to procrastinate than females. Even in Asian nations such as India (Sharma et al., 2011) and Pakistan (Saleem et al., 2012), no gender difference in procrastination was discovered. However, Senecal, Koestner, and Vallerand (1995) claimed in their study that women are often believed to be more internally driven and less externally controlled and motivated in academic activities than males. There was only few research regarding procrastination that had been done before, yet much of the research was not specified for undergraduate students in Kulliyyah of Education specifically in Gombak, Selangor. As a result, the aim of this study is to see whether gender gives an impact on procrastination among male and female students from Kulliyyah of Education, IIUM.
Research Objectives
There are three objectives of this study, as follows:
1) To determine the level of procrastination among KOED students in IIUM.
2) To compare the level of procrastination between male and female among KOED students in IIUM.
3) To examine the relationship between procrastinatory behaviour among KOED students and their gender.
Research Questions
Relating to the issue of the relationship between gender and procrastination among Kulliyyah of Education (KOED) students in IIUM, the research addressed the following questions:
1) What is the level of procrastination among KOED students in IIUM?
2) Is there any statistically significant difference in level of procrastination between male and female among KOED students in IIUM?
3) Is there any statistically significant relationship between procrastinatory behaviour among KOED students and their gender?
Hypotheses
Research Question 2
• H0: There is no significant difference between procrastination among male and female students in IIUM.
• H1: There is a significant difference between procrastination among male and female students in IIUM.
Research Question 3
• H0: There is no statistically significant relationship between procrastinatory behaviour among KOED students and their gender.
• H2: There is a statistically significant relationship between behaviour among KOED students and their gender.
2. Methodology
The study adopted quantitative design, with the use of survey. The survey instrument contains several components, such as demographic data and 20 questions in total. The questionnaire was distributed to the students via google form through WhatsApp that uses 5 Likert scales to see whether KOED students are being categorised as low, moderate, or high level of procrastination.
Sample and Population
The sample that was involved in this study is KOED students, which we managed to get 25 male and 26 female students, where we targeted around 50 KOED students. The students must be active students who are from first-year first semester until fourth-year second semester which are GUIDE, TEASL, TAASL and ISED courses. The population and sampling were randomly chosen among KOED students.
Instrument
The data was collected through a developed questionnaire by the researchers, the results of Cronbach's Alpha are indicated in table 1 below:
Table 1: Cronbach Alpha Items Cronbach Alpha
20 items 0.82
Example Example
From this table, it shows that Cronbach Alpha is 0.82 where its reliability level is good.
Data Collection Procedures
We took approximately 3 days, which started from 4th January 2022 until 7th January 2022, to collect the data by using google forms and spreading the survey to all education intake groups in WhatsApp where our focus is to get the students from Kulliyyah of Education.
Data Analysis
The collected data was transformed into an excel sheet and analysed descriptively using SPSS software where the result of data is collected in a specific way. Therefore, by this we can know if we can use or fix our data to complete the process of making. For each research question, we were using different types of methods. It was shown in table 2 below.
Table 2: Types of methods
Research question Data Analysis
What is the level of procrastination among KOED students in IIUM? Mean, SD Is there any statistically significant difference in level of procrastination between male and
female among KOED students in IIUM?
T-test Is there any statistically significant relationship between procrastinatory behaviour among
KOED students and their gender?
Correlation analysis
3. Results
Respondents’ Demographic Profile
Table 3 shows that both gender male and female students have slight differences in the number of participants which are 25 and 26 participants (49% &51%). For the course, there were four main courses which were GUIDE, TEASL, TAASL and ISED. The majority came from GUIDE students which were 26 participants (51%) and the minority was from the TEASL course which consists of 7 participants (13.7%). Moreover, there were also participants from TAASL and ISED courses which were 10 and 8 participants respectively (19.6% & 15.7%).
Furthermore, we also included the year of study of students from first-year first semester students until fourth-year second semester students in this survey. The highest was from third year first semester with 12 participants (23.5%), followed by fourth year first semester, with 8 participants (15.7%) while fourth-year second semester and first-year first semester shared the same amount which is 6 participants (11.8%). There were also students with the same number of participants which consisted of 5 participants from first-year second semester, second-year first semester and third-year second semester (9.8%). The last one was from the second-year second semester with 4 participants (7.8%).
Table 3: Demographic Information Demographic Frequency (N) % Gender
Male 25 49%
Female Course GUIDE TAASL TEASL ISED
Year Of Study 1st Year 1st Sem 1st Year 2nd Sem 2nd Year 1st Sem 2nd Year 2nd Sem 3rd Year 1st Sem 3rd Year 2nd Sem 4rd Year 1st Sem 4rd Year 2nd Sem
26
26 10 7 8 6 5 5 4 12
5 8 6
51%
51%
19.6%
13.7%
15.7%
11.8%
9.8%
9.8%
7.8%
23.5%
9.8%
15.7%
11.8%
The level of procrastination among KOED students in IIUM
Table 4 shows the results obtained from the participants to each item in the scale of procrastination. The scale of the participant was ranging from 1.00- 1.83, showing a very low level of procrastination, 1.84-2.67 showing a low level of procrastination, 2.61-3.20 indicating a medium level of procrastination whereas 3.21-4.20 indicating a high level of procrastination and 4.21-5.00 indicating a very high level of procrastination. From the result, the participants mostly had a medium level of procrastination and the item “I usually have to rush to complete a task on time” had the highest mean score which is M= 3.63.
Based on table 5, it shows descriptive statistics of procrastination among students where the mean is 3.13 and the standard deviation is 0.41 whereas the number of KOED students who participate in this survey is (N=51). It indicates that the students have a moderate level of procrastination. To support this result, there was findings from a research study conducted by Chehrzad et al. (2017) showed that 70% of university students had moderate procrastination and 14% of students had severe procrastination, and older age, academic level and gender were the main predictors of procrastination.
Table 4: Level of Procrastination
Item Mean level
I often find myself performing tasks that I had intended to do days before 3.61 High I do not do assignments until just before they are to be handed in. 3.22 High When I am finished with a library book, I return it right away regardless of
the date it is due (r)
2.63 Medium When it is time to get up in the morning, I most often get right out of bed. (r)
A letter may sit for days after I write it before mailing it.
I generally return phone calls promptly. (r)
Even with jobs that require little else except sitting down and doing them, I find they seldom get done for days
I usually make decisions as soon as possible (r) I generally delay before starting on work I have to do I usually have to rush to complete a task on time.
When preparing to go out, I am seldom caught having to do something at the last minute. (r)
In preparing for some deadline, I often waste time by doing other things.
I prefer to leave early for an appointment. (r)
I usually start an assignment shortly after it is assigned. (r) I often have a task finished sooner than necessary. (r)
I always seem to end up shopping for birthday or Christmas gifts at the last minute.
I usually buy even an essential item at the last minute.
I usually accomplish all the things I plan to do in a day. (r) I am continually saying I’ll do it tomorrow.
I often find myself performing tasks that I had intended to do days before.
3.12 2.98 2.61 3.47 2.88 3.49 3.63 2.75 3.53 2.51 3.00 2.88 3.61 3.49 3.06 3.57 2.63
Medium Medium Medium High Medium High High Medium High Low Medium Medium High High Medium High Medium Table 5: Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Procrastinate 51 2.00 3.90 3.1324 .40973
Valid N (listwise) 51
The difference in level of procrastination between male and female among KOED students in IIUM
Hypotheses:
• H0: There is no significant difference between procrastination among male and female students in IIUM.
• H1: There is a significant difference between procrastination among male and female students in IIUM.
Table 6: Descriptive Statistics of procrastinate procrastinate
N Valid 51
Missing 0
Mean 3.1324
Median 3.1500
Mode 3.15
Std. Deviation .40973
Variance .168
Skewness -.725
Std. Error of Skewness .333
Kurtosis .573
Std. Error of Kurtosis .656
Range 1.90
Minimum 2.00
Maximum 3.90
Based on table 6 above, it shows descriptive statistics of procrastination. The mean is 3.13 whereas the median is 3.15 and the mode is the same as the median which is 3.15. There are slight differences between the mean, median and mode. So, it can be concluded that the data is normally distributed.
Figure 1: Histogram with a normal curve for procrastinate
Figure 1 shows a histogram with a normal curve for procrastination. This graph is in a bell- shape. Thus, it is normally distributed. It means that the sample represents the population.
Table 7: Homogeneity of Variance
Levene Statistic df1 df2 Significance
Procrastinate Based on Mean 1.795 1 49 .186
Based on Median 1.655 1 49 .204
Based on Median and with adjusted df
1.655 1 48.706 .204
Based on trimmed mean 1.978 1 49 .166
Based on table 7, the based-on mean is 0.186, p>0.05. Thus, the homogeneity of variance is fulfilled. This means that the sample represents the population.
Table 8: Group statistics
Gender N Mean
Std.
Deviation
Std. Error Mean
procrastinate Male 25 3.2700 .35000 .07000
Female 26 3.0000 .42544 .08344
Based on this table, the mean for male is 3.2700 (N=25) whereas for female is 3.0 (N= 26).
Table 9: Independent t-test
F Significance t df Sig(2-tailed)
Procrastinate Equal variances ... 1.795 .186 2.470 49 .017
Not Equal variances ... 2.479 47.873 .017
Based on table 9, t-test shows p < 0.05 ( t= 2.470, df= 49, p=0.017) which indicates that there is a significant difference between male (m = 3.27) and female ( m= 3.00) in level of procrastination. The mean scores for male and female are 3.27 and 3.0 respectively, which indicates that male students have a higher level of procrastination than females. Thus, we can conclude that the Ho is rejected. According to Steel (2007), his meta-analysis research reported that men procrastinate in everyday life more than women.
To support this statement, there was research from Milgram et al. (1995) conducted a study investigating the relationship between procrastination and related variables among 115 male and 85 female students. Based on the result, it can be concluded that males were more likely to procrastinate as compared to females. It was also supported by Steel and Klingsieck (2016), showing that male college students, particularly younger males, would procrastinate more than females. Thus, it was undeniable that our results were the same as the results of the other researchers.
The relationship between procrastinatory behaviour among KOED students and their gender
Hypotheses:
• H0: There is no statistically significant relationship between procrastinatory behaviour among KOED students and their gender.
• H2: There is a statistically significant relationship between behaviour among KOED students and their gender.
Figure 2: Homoscedasticity for procrastinate
Based on figure 2, the observed data are closed or near to the fit line which indicates the homoscedasticity is satisfied or fulfilled. This indicates that the sample represents the population.
Table 10: Descriptive statistics for correlation
Mean Std. Deviation N
Gender 1.51 .505 51
Procrastinate 3.1324 .40973 51
Based on table 10, it shows the descriptive statistics of correlation between gender and procrastination. Mean for gender (1.51, SD = 0.51), whereas for procrastinate, Mean (3.13, sd
= 0.41).
Table 11: Correlation between gender and procrastinate
Gender procrastinate
Gender Pearson Correlation 1 -.333*
Significance(2-tailed) .017
N 51 51
Procrastinate Pearson Correlation -.333* 1
Significance(2-tailed) .017
N 51 51
*. Correlation at 0.05(2-tailed):
The analysis revealed that there is a significant relationship between these genders and procrastination (r = -0.333, p = 0.017) p < 0.05. Thus, this shows that it has a negative low correlation between these two variables. To conclude, KOED male students tend to procrastinate more than KOED female students.
4. Discussion and Conclusion
In the present study, research question 1 is designed to determine the level of procrastination among KOED students in IIUM. Based on the results, table 4 indicates that the participants
mostly had a medium level of procrastination and the item “I usually have to rush to complete a task on time” had the highest mean score which is M= 3.63. Based on other findings, the results of research in educational contexts have revealed that the lack of satisfaction with academic life and stress are linked with low performance (Balkis M., 2013). Apart from that, Tice and Baumeister (1997) highlighted that working under the pressure of time can lead to stress and it adversely affects the performance. In other words, the students that are more likely to procrastinate will affect their brain condition and it will influence their academic performance in school.
On the other hand, table 5 revealed descriptive statistics of procrastination among students where the mean is 3.13 and the standard deviation is 0.41 whereas the number of KOED students who participate in this survey is (N=51). It shows that the students have a moderate level of procrastination. This result was supported by other studies where it is stated that academic procrastination is significantly related to academic achievement although the strength of the correlation is moderate. So, people who procrastinated more tend to have lower academic performance as it is consistent with previous research (Howell & Watson, 2007; Collins, Onwuegbuzie & Jiao, 2008; Bruinsma & Jansen, 2009).
Next, in research question 2, it is designed to compare the difference in level of procrastination between male and female among KOED students in IIUM. Based on the results for table 9, t- test shows p < 0.05 ( t= 2.470, df= 49, p=0.017) which indicates that there is a significant difference between male (m = 3.27) and female ( m= 3.00) in level of procrastination. The mean scores for male and female are 3.27 and 3.0 respectively, which indicates that male students have a higher level of procrastination than females. This was supported by another research done by Steel and Ferrari (2013) where they have found that men procrastinate more than women. Furthermore, Chapell et al. (2005) found that female college students reported higher cumulative GPAs than male students. Moreover, Tessema et al. (2012) revealed that female students are more likely to rate their academic satisfaction higher than male students.
Therefore, it can be concluded that male students tend to procrastinate academic tasks whereas female students have higher levels of academic performance and also satisfaction with academic life.
As for the research question 3, based on table 11, where the analysis revealed that there is a significant relationship between these genders and procrastination (r = -0.333, p = 0.017) p <
0.05 which means that there is a negative low correlation between both variables. Thus, it proves that the H0 is rejected as there is no statistically significant relationship between procrastinatory behaviour among KOED students and their gender can be rejected and H2 is accepted as there is a statistically significant relationship between behaviour among KOED students and their gender is accepted. So, it has been proofed those male students tend to procrastinate more than female students. The result was supported by previous research (e.g., Nasri et al., 2013; Tavakoli, 2013; Yong, 2010), where the findings from the current study showed that males tend to procrastinate more than females. This might suggest that males are at higher risk to academic procrastination.
In the same study, Sharma and Kaur (2011) discovered that females scored significantly higher than males on the fear of failure as a procrastination-causing factor. In accordance with their findings, the current findings indicated that fear of failure was greater among female students than among male students, and that it significantly predicted procrastination. However, there are a few limitations that must be addressed, so there will be a few improvements to future research. To begin with, only 51 participants were included in this study. Therefore, a greater
number of participants are required if we are to obtain reliable results. Moreover, this study was limited to a single kulliyyah, KOED. Therefore, future research may need to include other kulliyyah to compare procrastination and its impact on students' academic performance. This study did not have an equal number of male and female participants, as it included 25 male and 26 female students. For the results to be more accurate, the number of male and female participants should be proportional.
Conclusion
This study is aimed to find the relationship between the level of procrastination among male and female students and the relationship between procrastinatory behaviour and gender among KOED students in IIUM who are from first-year first semester until fourth-year second semester with different major under Kulliyyah of Education such as GUIDE, ISED, TEASL and TAASL. The data has been collected by spreading questionnaires in the WhatsApp group for KOED students by using the google form platform.
To conclude, KOED male students tend to procrastinate more than KOED female students. To support this statement, the research entitled “Academic Procrastination among Male and Female University and College Students” by (Hafsa Arif, Syeda Sumbul and Noor Sidra Muneer, 2014) stated that procrastination will be higher in male students as compared to female students. The result for their analysis also has shown that male students tend to procrastinate more than female students. So, it can be concluded that males were more likely to procrastinate as compared to females. To add, many studies by other researchers show the result in the same direction. Therefore, it can be concluded that procrastination behaviour is more commonly found in male students rather than in female students. Overall, future researchers should not only focus on gender but also include other variables such as academic performance and procrastination during online learning in order to paint a clear picture of procrastination for some populations.
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