Paul John B. Panganiban^1,, Janneth Q. Rondina¹

This study examined the influence of Progressive Peer-Assisted Learning (PPAL) on students’ academic procrastination using a quasi-experimental pretest-posttest control group design. The participants were two intact classes of social work students enrolled in Mathematics in the Modern World at Christ the King College, Gingoog City, Philippines. A researcher-developed questionnaire on academic procrastination, validated and tested for reliability, was used to collect data. The control group experienced traditional collaborative learning, while the experimental group experienced PPAL. In PPAL, students initially worked individually to solve problems and defended their solutions in class to earn points. They then progressively formed groups of two and three for subsequent tasks, earning additional points for correctly defended answers. Group membership changed each cycle, and students returned to individual work once tasks were completed. Data were analyzed using means, standard deviations, and ANCOVA. Results indicated that students exposed to PPAL exhibited significantly lower academic procrastination. These findings suggest that PPAL can reduce procrastination and have important implications for tertiary mathematics instruction, particularly for non-mathematics majors prone to task avoidance. Incorporating PPAL may enhance engagement and peer interaction. However, given the quasi-experimental design, use of intact classes from a single institution, and the relatively short duration of the intervention, caution is warranted in generalizing results or assessing sustained effects. Future research could employ randomized controlled designs, examine long-term effects on procrastination and achievement, explore applicability across disciplines, and use qualitative methods to investigate students’ experiences and perceptions of peer-assisted learning.

Tertiary Mathematics, Academic Procrastination, Collaboration learning, Progressive Peer-Assisted Learning