ROLE OF META-COGNITIVE AWARENESS & PROCRASTINATION IN GENDER AND ACADEMIC ACHIEVEMENT OF UNIVERSITY STUDENTS

Umar Amin Khan; Muhammad Iqbal; Razzaq Ahmad

doi:10.53664/JSRD/04-02-2023-10-339-351

Authors

Umar Amin Khan PhD Scholar, Department of Teacher Education, International Islamic University Islamabad (IIUI)
Muhammad Iqbal Lecturer, Department of Education, Faculty of Social Sciences, Thal University Bhakkar
Razzaq Ahmad Ph.D. Scholar, Department of Educational Leadership & Management, IIUI, Pakistan

DOI:

https://doi.org/10.53664/JSRD/04-02-2023-10-339-351

Abstract

Few of learners cannot complete their academic tasks not because that they are unintelligent or dull, however because of postponement in completion of academic tasks and it is due to procrastination. This research study focused on exploring meta-cognitive awareness and procrastination and its effect on students’ achievement. Quantitative approach with survey technique was employed. Sample comprised of 700 students studying at undergraduate and postgraduate programs in HEIs, selected by paying multistage sampling. The instruments applied in present analysis were Metacognitive Awareness Inventory organized and standardized by (Schraw & Dennison, 1994) and Aitken Procrastination Inventory (Aitken, 1982) Results showed there exists significant difference in the meta-cognitive awareness and procrastination of students based on gender. It was found that there was a significant influence of meta-cognitive awareness in addition to procrastination on educational achievement of undergraduates & postgraduates in HEIs of Islamabad. So, it was suggested that students of various disciplines should be taught many strategies & procedures.