EFFECTIVENESS OF ANIMATED LEARNING MODULE TO STRENGTHEN ACADEMIC PROCRASTINATION AMONG STUDENT-ATHLETES

Abstract

This study examined the effectiveness of an animated learning module in reducing academic procrastination among student-athletes enrolled in the B.P.Ed. program. Forty student-athletes were randomly assigned to an Experimental Group (n = 20) and a Control Group (n = 20). The Experimental Group received a three-month animated intervention designed to improve time management, task awareness, sincerity, and personal initiative. Results showed a significant reduction in academic procrastination among the Experimental Group, with scores decreasing from 91.70 ± 11.58 (pre-test) to 52.40 ± 10.71 (post-test), yielding a t-value of 14.60 (p < 0.01). The post-test comparison between the Experimental and Control Groups also revealed a significant difference (52.40 vs. 101.80 ± 6.62), with a t-value of 17.54 (p < 0.01). The findings indicate that animated learning modules are an effective tool for improving academic discipline and reducing procrastination among student-athletes.