Sta.

Josefa National High School

Senior High School Department

Poblacion, Sta. Josefa, Agusan del Sur

STUDY ON RELATIONSHIP BETWEEN ACADEMIC

PROCRASTINATION AND ACADEMIC PERFORMANCE

OF SCIENCE, TECHNOLOGY, AND ENGINEERING (STE) STUDENTS

ACADEMIC YEAR 2018-2019

A Research Paper Presented to

MR. ALEJANDRO C. GUIBAO

Senior High School Instructor

CONDUCTED BY:

PETER JOHN A. TECSON

CLAUDINE E. ATONDUCAN

JAIRA LYNNE MAE F. EMELIA

NOVA D. MENTERO

LYNNIEL M. RESUS

JOVELYN A. VISTO

1
 APPROVAL SHEET

This undergraduate research paper, entitled “STUDY ON

RELATIONSHIP BETWEEN ACADEMIC PROCRASTINATION AND

ACADEMIC PERFORMANCE OF SCIENCE, TECHNOLOGY, AND

ENGINEERING (STE) STUDENTS ACADEMIC YEAR 2018-2019”,

prepared and submitted by

PETER JOHN A. TECSON

CLAUDINE E. ATONDUCAN

JAIRA LYNNE MAE F. EMELIA

NOVA D. MENTERO

LYNNIEL M. RESUS

JOVELYN A. VISTO

In partial fulfillment of the requirement of culminating Research

is hereby accepted and improved.

ALEJANDRO GUIBAO
Research Teacher

______________________
Date Signed

Accepted as the partial fulfillment of the requirement of

Culminating Research

ALEJANDRO GUIBAO
Science and Technology, Engineering, Mathematics Adviser

________________________
Date Signed

2
 ACKNOWLEDGEMENT

This study will not be a success without the help of the

following person:

Mr. Alejandro Guibao, Sta. Josefa Senior High School

Culminating Research Adviser, who gave the researchers the privilege

to conduct this study and the one who support to the cause of the

paper.

To the parents who are actively supported the researchers in

terms of financial and moral needs.

To the Grade 7-10 Science Technology Engineering (STE)

students of Sta. Josefa National High School who participated well

during the conduct of the survey.

And lastly, to God, the Creator, for giving the researchers the

strength, wisdom, determination and perseverance in times of

difficulty.

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 TABLE OF CONTENTS

PRELIMINARIES PAGE
Title Page 1
Approval Sheet 2
Acknowledgement 3
Table of Contents 4
List of Tables 5
List of Figures 5
Abstract 6

INTRODUCTION 7
Background of the Study 7
Statement of the Problem 8
Objectives of the Study 9
Significance of the Study 9
Scope and Delimitation 10
Time and Place of the Study 10
Operational Definition of Terms 10
Conceptual Framework 12

REVIEW OF RELATED LITERATURE

METHODOLOGY 22
Research Design 22
Research Respondents 23
Research Instrument 23
Data Gathering Procedure 24
Statistical Analysis 25

RESULTS AND DISCUSSION 26

SUMMARY, CONCLUSION AND RECOMMENDATION 31

Summary 31
Conclusion 32
Recommendation 33

REFERENCES 34

SURVEY QUESTIONNAIRE 39

CURRICULUM VITAE 42

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 LIST OF TABLES

Table No. Page

1. Research Respondents 23

2. Mean Range, Verbal Description and Qualitative 24

Interpretation

3. Academic Procrastination of the Respondents 26

4. Academic Performance of the Respondents 28

5. Significant Relationship between Academic 30

Procrastination and Academic Performance

of the Respondents

LIST OF FIGURES

Figure No. Page

1 Conceptual Framework of the Study 12

5
 ABSTRACT

Procrastination or the intentional delay of due tasks, is a

widespread phenomenon in high school settings and has an impact in

learning, achievement, academic self-efficacy, and quality of life. Thus,

the present study explored whether a significant relationship exists

between academic performance and academic procrastination within

the Science Technology and Engineering (STE) students of Sta. Josefa

National High School.

Furthermore, The Slovin’s Formula was used in identifying the

sample size of the population for the study conducted, hence a total of

122 STE students were the respondents. Based on the findings, the

following conclusions were drawn; respondents have rarely academic

procrastination since most of the respondents answered disagree in

the academic procrastination scale. As on the other hand, quite a lot

of the respondents in their academic performance are rated as

‘outstanding’. Therefore, there is significant relationship between

academic performance and academic procrastination since (p=0.049)

is less than 0.05 level of significance. Thus, the result is as the

academic grades decrease the academic procrastination increases.

Also, further studies in a wider scope should be integrated and

conducted to dig further the application of academic procrastination

in the academic performance of students.

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 CHAPTER I

INTRODUCTION

Background of the Study

Delaying in passing the school requirements, projects, due

tasks and outputs is considered as academic procrastination which

can affect the academic performance of the students. Also, this can

affect the grades of every student since requirements, projects, and

outputs are important to the students as an obligation (Klassen et al.,

2008). Procrastination, or the intentional delay of due tasks, is a

widespread phenomenon in high school settings, because

procrastination can negatively impact learning, achievement,

academic self-efficacy, and quality of life. It is increasingly viewed as

involving failures in self-regulation and volition, processes commonly

regarded as executive functions. (Rabin et al. 2011).

Kandemir (2014) stated that the behaviour of academic

procrastination is quite common among students, students cannot

show their real performances in learning processes and they fail

because of procrastination behaviour. Different research has cited

many reasons for academic procrastination such as low classroom

grades, education drops examination stress and anxiety, low

achievement (Howell and Watson, 2007), time management, weak self-

efficiency, unhappiness at the difficulty of doing tasks (Alexander &

Onwuegbuzie, 2007), and irrational beliefs based on being unable to

7
progress (Kagan et al., 2010). The procrastination behaviour in

students causes them to be unable to apply their real abilities in the

learning process and consequently to fail (Kagan et al., 2010).

As researchers and students, procrastination is the problem

that is mostly occurring in every student nowadays. Moreover, the

researchers notice that delaying of requirements affects the students’

performance that may lead to a failure. That is why the researchers

conduct this study to determine the relationship between academic

performance and academic procrastination.

Statement of the Problem

This study aims to comprehend on the relationship between

academic performance and academic procrastination of Science,

Technology, and Engineering (STE) students of Sta. Josefa National

High School.

Specifically, this study aims to answer the following questions:

1. What is the academic procrastination of STE students in

SJNHS?

2. What is the academic performance of STE students?

3. Is there a significant relationship between academic

procrastination and academic performance of the respondents?

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 Objectives of the Study

This study aimed to find the relationship between the academic

performance and academic procrastination of Science, Technology,

and Engineering (STE) students of Sta. Josefa National High School.

Specifically, this study aims to answer the following questions:

1. Determine the academic procrastination of STE students.

2. Determine the academic performance of STE students in

SJNHS.

3. Determine the significant relationship between the academic

procrastination and academic performance of the STE students.

Significance of the Study

This study is to benefit the following:

STUDENTS. It is beneficial to them since they will be able to

know what should be done in order for them to improve their

academic skills to get the best performance and achievement in their

study.

TEACHERS. This study is beneficial to them since it may

provide a clear picture to conceptualize the educational and training

programs that targeted to reduce the level of procrastination among

students and also they will obtain knowledge of best practices and

find alternative ways to improve their students’ performance.

SCHOOL ADMINISTRATOR. The result of this study will

provide clear picture to faculty members at Sta. Josefa National High

9
School on the extent and causes on the phenomenon of academic

procrastination of students, to understand it deeply, and enable them

to develop treatment and prevention programs to reduce this

phenomenon as much as possible.

FUTURE RESEARCHERS. The study may provide baseline

information related to their future studies.

Scope and Delimitation of the Study

This study focuses on the relationship between academic

procrastination and academic performance of the Science, Technology,

and Engineering (STE) students of Sta. Josefa National High School in

the School Year 2018-2019.

Time and Place of the Study

This study was conducted on the month of January 2019 at

Sta. Josefa National High School, Sta. Josefa, Agusan del Sur.

Operational Definition of Terms

 Procrastination – the nature of the students to postpone or to

delay the academic tasks and not completed it on time.

 Academic Performance – refers on how the students perform

in terms of educational aspect in which how they achieved their

short and long terms goals.

 School Projects – requirements in school such us research

paper, assignments and the like.

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 Failure – got a grade lower than a passing score.

 Procrastinator – the one who procrastinate or postpone in

doing or submitting school projects.

 Passive Academic Procrastinators – postpone their tasks

because of their inability to make the decision to do tasks in a

timely manner.

 Active Academic Procrastinators – make intentional decision

to procrastinate, work best under pressure, and are able to

complete tasks with satisfactory outcomes.

 Grade Point Average (GPA) – it is the total grade of a student

divided by the number of subjects they are taking in.

 Cognitive Learning – a type of learning that is active,

constructive, and long-lasting.

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 Conceptual Framework

Independent Variable Dependent Variable

Academic Procrastination Academic Performance of

of STE students STE students

90-100 –‘Outstanding’

85-89 –‘Very Satisfactory’

80-84 –‘Satisfactory’

75-79 –‘Fairly Satisfactory’

75 below –‘Did not meet

expectation’

Figure 1. The Conceptual Framework of the study.

Figure 1 shows the schema of the conceptual framework. As

shown above, the independent variable in the study is the Academic

Procrastination of the STE students. Meanwhile, the dependent

variable entails the academic performance of the STE students. The

independent variable were used in determining their relationship with

the dependent variables.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

Procrastination is a common occurrence happened to every

student in today’s generation. Students put other things first than

making school projects, requirements and due tasks as a priority. By

that, the academic performance will be affected and can lead to a

failure. According to Kandemir (2018), the behaviour of academic

procrastination is quite common among students. The students

cannot show their real performances in learning processes and fail

due to procrastination.

Academic procrastination is the most researched

procrastination domain (Jorke, Thau, Fries, 2011). This form of

situational procrastination occurs when a person is passive in

completing academically related tasks such as studying for an exam

or talking to an instructor.

FOREIGN STUDY

In a study of Joubert (2015) reveals that in South Africa, the

High School students from grade 8 to grade 12 showed that there is a

relationship between academic procrastination and academic

achievement. The result is as the academic grades decrease the

academic procrastination increases. This means that the high school

students in South Africa are dealing more in procrastination that

affects their academic grade and their academic achievements.

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 In addition, Zarick and Stonebraker (2009) confirmed the former

finding when they compared students with high average grades to

those with lower average grades in United States and found out that

students with lower average grades were significantly more likely to

report lower quality work, late assignments, or lower scores due to

procrastination. According to Zarick and Stonebraker (2009) students

with lower average grades may take their classes less seriously and,

therefore, see less cost to procrastination.

On the latest study of Goroshit (2018), reveals that academic

procrastination is done with a range of negative outcomes. Many

studies focused on causes and correlates of academic procrastination.

Steel (2008) pointed out that procrastination effects the self-efficacy &

self-actualization, distractibility, impulsiveness, and the educational

performance of the students. It makes the students lazy and used to

delay the due task intentionally. Also, the students might feel

hesitation or fear to start a work or an assignment and students

procrastinate when they are unable to set a pace of their learning to

meet high performance expectations within a due time. Additionally,

there are different researchers have found a number of primary and

secondary problems associated with academic procrastination,

example, low achievement of students and their increased physical

and psychological problems (Ferrari & Pychyl, 2008). Zeenath and

Orcullo, (2012) found that procrastination resulted not only in poor

academic performance, but it also negatively impacted on the health

and well-being of students.

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 In most of these studies, researchers have focused on the

negative aspects of this behavior and found that procrastination is a

maladaptive practice that should be corrected. Recently, Chu and

Choi (2005) provided a different point of view, and showed that there

is another facet of academic procrastination other than the negative

aspect previous researchers presented. They proposed two different

types of procrastinators, passive and active procrastinators. Passive

academic procrastinators postpone their tasks because of their

inability to make the decision to do tasks in a timely manner. In

contrast, active procrastinators make intentional decision to

procrastinate, work best under pressure, and are able to complete

tasks with satisfactory outcomes. What is interesting with their

findings is that active procrastinators demonstrated similar attitudes,

coping styles, and academic performance to those of non-

procrastinators.

Moreover, in an attempt to show the lighter side of academic

procrastination, Schraw, Wadkins, and Olafson (2007) used grounded

theory to look into this phenomenon. They described the participants

in their study as having a wide variety of potentially adaptive

characteristics, as well as maladaptive aspects of procrastination.

They discovered that adaptive characteristics included cognitive

efficiency and peak experience as its dimensions. These findings

suggest that procrastination improves efficiency, challenge, and flow.

15
 However, chronic procrastination is either getting worse or more

people are willing to admit to chronically procrastinating (Steel, 2007).

In the study of Schraw, et al. (2007) indicated that procrastination

ultimately increases the likelihood of achieving a deep state of flow

because procrastinators work under pressure for an extended period

of time in which all of their resources are focused on one goal.

Similarly, Perry (2008) discussed benefits of procrastination in what

he called structured procrastination. This strategy, as he referred to it,

converts procrastinators into well-organized human beings and valued

for efficiently using their time. He said that structured procrastination

is the art of making this bad trait work. The key idea that he offered is

that procrastination does not mean absolutely doing nothing.

Procrastinators do useful things, as Perry notes, "Procrastinators

seldom do absolutely nothing; they do marginally useful things, like

gardening or sharpening pencils or making a diagram of how they

reorganize their files when they get around to it" (Perry, 2008). The

result of this kind of strategy is that in order to avoid that task at the

top of our list, we engage in other worthwhile tasks below our priority

list. On the basis of the above-mentioned literature, one thing clear is

that there are two types of academic procrastination, the adaptive and

the maladaptive procrastination. There is also no definite instrument

to date that could clearly measure and distinguish the adaptive and

maladaptive procrastination.

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 It is important to highlight that research clearly demonstrates

that when procrastination becomes a way of life rather than an

occasional behavior, people frequently suffer a wide range of negative

consequences. The most obvious impact people experience when

procrastinating is added stress which affects their overall happiness.

Similarly, the classic form of procrastination occurs when a

person chooses to work on something more enjoyable or less

important than the task given. The person who engages in this form

frequently does not acknowledge this as procrastination because he or

she is “getting things done,” but the person is still not completing the

assigned task. This form of procrastination is becoming more

prevalent in modern society (Steel, 2007). One explanation for this

increase is that people are overloaded with tasks and want instant

gratification (Gruber & Koszegi, 2001).

In the same way, they avoid working on the bigger tasks when

the reward or feeling of accomplishment is not as immediate as when

completing smaller tasks (Kearns, Gardiner, & Marshall, 2008). In

addition, when goals are far off, people get frustrated because they are

unsure how to accomplish them.

Therefore, people naturally choose the path of least resistance

and prefer to work on small tasks that do not require as much time,

planning, and/or energy as the bigger tasks (Ferrari, 2010).

17
 Although people who procrastinate understand that this delay

will result in negative consequences such as guilt and shame, they

feel better temporarily.

Due to procrastination being a common event, Park and

Sperling (2012) examined motives and reasons for procrastination in

regard to self-regulated learning on academically related tasks. As

expected, interview results indicated that people with high-

procrastination tendencies were less likely to report using cognitive

and metacognitive learning strategies when compared to low

procrastinators. In addition, people with high procrastination

tendencies reported using defensive self-handicapping strategies such

as avoiding a task or setting lower goals. Thus, people with high

procrastination tendencies admitted they did not effectively self-

regulate their behavior and failed completing their task efficiently.

Also, in the study of Klassener, Mullner and Rajani (2008), in

which they found out that student who achieve higher Grade Point

Average (GPA) tend to have lower levels of procrastination compared to

those with lower Grade Point Average (GPA).

LOCAL STUDY

It is interesting to note that procrastination or the intentional

delay of due tasks, is a widespread phenomenon in college settings

because procrastination can negatively impact learning, achievement,

academic self-efficacy, and quality of life. Procrastination is

increasingly viewed as involving failures in self-regulation and volition,

18
processes commonly regarded as executive functions (Rabin et al.,

2011). In fact, a study of Morales (2011), entitled Confirmatory Factor

Analysis of the Academic Procrastination Scale of University of

Eastern Philippines, Northern Samar verified that the construct

validity and reliability of the Academic Procrastination Scale (APS),

undergraduate students (N=1153) from 5 different colleges at the

University of Eastern Philippines completed the APS. Confirmatory

Factor Analyses (CFA) indicated that a three-factor structure of the

APS provided a good fit to the data. The APS dimensions and items

had moderate to high internal consistency reliabilities indicating the

usefulness of the scale in measuring the dilatory behaviour of

students especially in college setting. These results support the utility

of the scale for research and in theory development of academic

procrastination.

Besides, most researchers have defined procrastination as the

lack or absence of self-regulated performance and the behavioural

tendency to postpone what is necessary to reach a goal. In the

academe, procrastination represents a border between the goals and

actions of college students because their goal of completing college

successfully is held up by their action of procrastinating on studying

lessons and doing academic requirements. Not less than 70% of

undergraduate students procrastinate, and almost 20% do so

regularly (O’Brien, 2002), while 50% of them chronically procrastinate.

Chronic procrastination is either getting worse or more people are

19
willing to admit to chronically procrastinating (Steel, 2007). In most of

these studies, researchers have focused on the negative aspects of this

behaviour and found that procrastination is a maladaptive practice

that should be corrected.

People who procrastinate academically may be consciously or

unconsciously aware they are engaging in the behavior. The most

accepted definition used for academic procrastination is “intentionally

delaying or deferring work that must be completed” (Schraw et al,

2007). This definition is similar to that which has been proposed for

general procrastination in that it incorporates the aspects of intending

to delay, lack of productivity, and ability to avoid, but this definition

relates to the academic domain.

Academic procrastination might have a detrimental impact on a

student’s life due to the multitude of examinations, term papers, and

projects during his or her scholarly career. Academic procrastination

is similar to general procrastination in that it is negatively related to

self-efficacy and life satisfaction and also positively related to stress

and mental health (Klingsleck, 2013). However, research has shown

that academic procrastination has a more significant impact than the

other domains to an individual’s well-being (Jorke et al., 2011).

Self-efficacy is related to academic procrastination because

students with low self-efficacy are more likely to stop putting forth

effort when they encounter difficulties (Klassen, Krawchuk, Lynch, &

Rajani, 2008; Steel, 2007). In addition, when students have low self-

20
efficacy, they will be more likely to doubt their ability to do well, will

set less difficult goals for themselves, and exert less effort (Wäschle et

al., 2014). On the other hand, students with high self-efficacy will

believe that they are competent when completing a task and will be

less likely to avoid the task. Consequently, academic procrastination

has been found to be inversely related to the strength of self-efficacy

in a specific skill area and motivation for the task and reward (Klassen

et al., 2008).

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 CHAPTER III

METHODOLOGY

This chapter provides the significant information on the type of

research methods and designs that used to conduct a study.

Research Design

The researchers used the correlational research study.

According to Bhat (2018), “Correlational research is a type of non-

experimental research method, in which a researcher measures two

variables, understands and assess the statistical relationship between

them with no influence from any extraneous variable.”

The correlation research study helped the researchers to

determined the significant relationship between the academic

performance and academic procrastination of Science, Technology and

Engineering (STE) students of Sta. Josefa National High School.

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 Research Respondents

Table 1. Research Respondents

Grade level No. of Students Percentage Sample Size

Grade 7-A 31 70% 22

Grade 7-B 28 70% 20

Grade 8 37 70% 25

Grade 9 43 70% 30

Grade 10 36 70% 25

Total 175 122

Grades 7-10 STE students of SJNHS have a total population of

175. The respondents of the study were 122 after they were identified

using the Slovin’s Formula. Stratified random sampling was used in

selecting the respondents. The respondents were randomly selected as

show in the table above.

Research Instruments

The research instrument is the questionnaire for academic

procrastination scale adopted from Tuckman Procrastination Scale

(TPS), which contains negative aspects. Before the researchers give the

questionnaire to the respondents, the researchers instruct them

clearly on how to answer and guided them on answering. The

respondents again select from the five verbal descriptions; from

completely agree , agree, neutral, disagree and completely disagree by

23
checking the corresponding box which indicates the academic

procrastination.

Table 2.

The Mean Range, Verbal Description and Qualitative

Interpretation

Verbal Qualitative

Rating Mean Range Description Interpretation

5 (4.20-5.0) Completely Agree Always

4 (3.40-4.19) Agree Often

3 (2.60-3.39) Neutral Sometimes

2 (1.80-2.59) Disagree Rarely

1 (1.0-1.79) Completely Disagree Never

Data Gathering Procedure

The researchers personally hand out the questionnaires to the

respondents and had given clear instructions on how to answer the

questions, through the help of the teacher. The respondents had

answered the questionnaire at their free and convenient time and

place within the school campus.

The questionnaires were recollected personally by the

researchers after they answer the questionnaires.

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 Statistical Analysis

In the interpretation and analysis of data, weighted mean was

used to answer problem no.1 which is the academic procrastination of

the respondents. The frequency count and percentage was used to

answer problem no.2 which was academic performance of the

respondents. Pearson r correlational was used to answer problem

no.3, it was useful to determine the significant relationship between

academic procrastination and academic performance of the

respondents.

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 CHAPTER IV

RESULTS AND DISCUSSION

This chapter interpret and describe the relationship of the

findings in light of what was already known about the research

problem being investigated and to explain any new understanding or

insights that emerged as a result of the study of the problem.

Table 3. Academic Procrastination Scale of the Respondents

Academic Procrastination Weighted Interpretation

Scale Mean

1. I need to delay finishing jobs,

even though they are 2.1 Disagree
important.
2. I postpone starting in on
things I don't like to do. 2.8 Neutral

3. I always say to myself that I

will complete my homework 2.7 Neutral
tomorrow.
4. When I have a deadline, I
wait until the last minute. 2.2 Disagree

5. I manage to find an excuse Disagree

for not doing something. 2.3
6. I postpone my homework
until the last time. 2.2 Disagree

7. I try to find for excuses for

myself to justify why I have 2.5 Disagree
not performed the required
homework.
8. I am an incurable time 2.3 Disagree
waster.
9. I tell myself that I will
complete my homework, and 2.7 Neutral
then I renege.
10. Studying makes me feel
entirely miserable. 2.1 Disagree

26
 11. I get stuck in neutral even
though I know how important 2.5 Disagree
it to get started.
12. I postpone my homework,
even if it is important without 2.1 Disagree
justification.
13. I postpone my homework ,
regardless of whether they 2.2 Disagree
are interesting or not.
14. I feel uncomfortable once I
start thinking about the need 2.8 Neutral
to complete my homework.
15. Even though I hate myself if I
don't get started, it doesn't 2.5 Disagree
get me moving.
16. I practice many entertaining
activities so that I do not 2.2 Disagree
have enough time to study.
17. I always think that I have
enough time later. Therefore, 2.5 Disagree
there is no need to start
studying.

18. The postponement of the

academic tasks is a real 2.9 Neutral
problem that made me suffer
continuously.
19. I am a time waster now, and I
can't seem to do anything 2.3 Disagree
about it.
20. I wish I could find an easy
way to get myself moving. 3.5 Agree

Grand Weighted Mean 2.47 Disagree

Mean Range: 1.0-1.79 (Completely Disagree), 1.80-2.59 (Disagree),

2.60-3.39 (Neutral), 3.40-4.19 (Agree), 4.20-5.0 (Completely Agree)

The table above shows the scale of academic procrastination of

the respondents. The respondents obtained with the grand mean of

2.47 indicated with ‘disagree’ interpretation. This means that the

respondents have ‘rarely’ academic procrastination. On one hand, the

27
highest mean was 3.5 indicated with ‘agree’ interpretation which

means that the respondents wish to find an easy way to get

theirselves moving.

On the other hand, the researchers found out based on the

survey that the academic procrastination really affects the academic

performance of the respondents. Several studies have found that

academic procrastination had effect on academic achievements or

performances (Beck, et al, 2000; Beswick, et al., 1988; Lay, 1986;

Pychyl, et al, 2000; Solomon & Rothblum, 1988). However, according

to Klassener, Mullner and Rajani (2008), student who gain higher

Grade Point Average (GPA) has lower levels of procrastination

compared to those who grade lower Grade Point Average (GPA).

Table 4. The Academic Performance of the Respondents

Academic Performance
Indicator Frequency Percentage
90-100 (Outstanding) 93 76

85-89 (Very Satisfactory) 26 21

80-84 (Satisfactory) 1 1

75-79 (Fairly Satisfactory) 2 2

Below 75 (Did not meet 0 0

expectations)
Total 122 100

28
 In a clear view of academic performance indicator, the grades

below 75 was interpreted as ‘Did not meet Expectations’, 75-79 was

‘Fairly Satisfactory’, 80-84 was ‘Satisfactory’, 85-89 or ‘Very

Satisfactory’ and 90-100 or ‘Outstanding’. Out of 122 respondents

there are 93 or 76% of respondents have grades 90-100, it simply says

that the academic performance of the respondents is ‘Outstanding’,

there are 26 or 21% of respondents have grades 85-89 which is ‘Very

Satisfactory’, there was only 1 or 1% of respondents have grades 80-

84 which is ‘Satisfactory’, unfortunately among of the respondents

there are 2 or 2% got 75-79 grades which is ‘Fairly Satisfactory’. The

most numbered of frequency is 90-100 or indicated as ‘Outstanding’.

29
Table 5. Significant Relationship between Academic

Procrastination and Academic Performance of the Respondents

Academic Performance

Pearson Correlation -.040*

Academic Procrastination Sig. (2-tailed) 0. 049

N 2440

*. Correlation is significant at the 0.05 level (2-tailed).

It shows that there was a significant relationship between

academic procrastination and academic performance since (p=0.049)

is less than 0.05 level of significance. Which was also similar with the

study of Klassener, Mullner and Rajani (2008), in which they found

out that student who achieve higher Grade Point Average (GPA) tend

to have lower levels of procrastination compared to those with lower

Grade Point Average (GPA).

30
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter contains the overview of the research, the brief

statement of the problem, procedures, and findings. Also, this chapter

comprises of the conclusion and the recommendation.

Summary

The study was conducted to found out The Relationship

between Academic Procrastination and Academic Performance of

Science, Technology and Engineering students of Sta. Josefa National

High School (STE).

STE students were the respondents for this study. The Slovin’s

Formula was used in identifying the sample size of the population for

the study conducted.

According to the survey in academic procrastination, the results

revealed that the academic procrastination scale of STE students was

RARELY. Which means that the respondents’ answers are mostly

DISAGREE in the Academic Procrastination Scale.

Same result with the study of Zarick and Stonebraker

(2009) that confirmed the former finding when they compared

students with high average grades to those with lower average grades

in United States and found out that students with lower average

grades were significantly more likely to report lower quality work, late

assignments, or lower scores due to procrastination. In addition,

31
students with lower average grades may take their classes less

seriously and, therefore, see less cost to procrastination.

Thus, there is significant relationship between academic

procrastination and academic performance of the respondents.

Conclusion

Based on the findings, the following conclusions were drawn;

respondents have rarely academic procrastination since most of the

respondents answered disagree in the academic procrastination scale.

As on the other hand, quite a lot of the respondents in their academic

performance are rated as ‘outstanding’. Meaning to say, STE students

don’t procrastinate or delay their school works and thus they have

high grades. Therefore, there is significant relationship between

academic performance and academic procrastination since (p=0.049)

is less than 0.05 level of significance. In the same way with the result

of the study of Joubert (2015) reveals that in South Africa, the High

School students from grade 8 to grade 12 showed that there is a

relationship between academic procrastination and academic

achievement. The result is as the academic grades decrease the

academic procrastination increases.

32
 Recommendation

Based on the findings, the following suggestions were made;

Grade 7 to Grade 10 STE students should maintain dropping the level

of their academic procrastination since it has a relationship towards

their academic performance. The lower the level of procrastination, the

higher their academic grades will be. Hence, students should be aware

that delaying in passing the school requirements, projects, due tasks

and outputs will really affect their academic performance so they

should avoid doing such things.

Also on the other hand, administrators and as well as teachers,

should encourage their students when it comes to passing their

assignments and school outputs that if possible, teachers will set a

deadline that will challenge the students to pass on time. In the same

time, parents are expected to look after their children to monitor

whether their children are doing their school task or not. Moreover,

future researchers should seek an appropriate respondents that tend

to procrastinate their academic tasks and look for the respondents

that has a high procrastination level with a low Grade Point Average

(GPA).

33
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 Survey Questionnaire of Academic Procrastination Scale
STUDY ON RELATIONSHIP BETWEEN ACADEMIC PERFORMANCE
AND ACADEMIC PROCRASTINATION OF SCIENCE, TECHNOLOGY
AND ENGINEERING STUDENTS OF STA. JOSEFA NATIONAL HIGH
SCHOOL
Name: ____________________________ Grade & Section: _______________

I. ACADEMIC PROCRASTINATION SCALE

Directions: Please check ( ) and rate yourself honestly based on

what you actually do given the statements using the following
scales:

5–Completely Agree 4– Agree 3– Neutral 2– Disagree 1– Completely

Disagree

(5) (4) (3) (2) (1)

No. Items Completely Agree Neutral Disagree Completely
Agree Disagree
1 I need to
delay
finishing jobs,
even though
they are
important.

2 I postpone
starting in on
things I don't
like to do.

3 I always say
to myself that
I will
complete my
homework
tomorrow.
4 When I have a
deadline, I
wait until the
last minute.
5 I manage to
find an
excuse for not
doing
something.

39
6 I postpone my
homework
until the last
time.

7 I try to find
for excuses
for myself to
justify why I
have not
performed the
required
homework.

8 I am an
incurable
time waster.
9 I tell myself
that I will
complete my
homework,
and then I
renege.
10 Studying
makes me feel
entirely
miserable.

11 I get stuck in
neutral even
though I
know how
important it
to get started.

12 I postpone my
homework,
even if it is
important
without
justification.

13 I postpone my
homework ,
regardless of
whether they
are
interesting or
not.

40
14 I feel
uncomfortabl
e once I start
thinking
about the
need to
complete my
homework.
15 Even though I
hate myself if
I don't get
started, it
doesn't get
me moving.
16 I practice
many
entertaining
activities so
that I do not
have enough
time to study.
17 I always think
that I have
enough time
later.
Therefore,
there is no
need to start
studying.
18 The
postponement
of the
academic
tasks is a real
problem that
made me
suffer
continuously.
19 I am a time
waster now,
and I can't
seem to do
anything
about it.
20 I wish I could
find an easy
way to get
myself
moving.

41
 CURRICULUM VITAE

Personal Background

Name: Peter John Arbolario Tecson

Nickname: Pedro
Date of Birth: November 22, 1999
Home Address: Purok 8, Poblacion, Sta. Josefa,
Agusan Del Sur

Name of Father: Medel Octaviano Tecson

Name of Mother: Emma Arbolario Tecson
Name of Brothers/Sisters:
Sarra Jaysica Arbolario Tecson
Michael Arbolario Tecson
Michaela Arbolario Tecson

Educational Attainment

Elementary: Sta. Josefa Central Elementary School

Secondary: Sta. Josefa National High School

Personal Background

Name: Claudine Elan Atonducan

Nickname: Claud
Date of Birth: November 14, 2000
Home Address: Purok 1, Pag-asa,
Sta. Josefa, Agusan Del Sur
Name of Father: Felipe Sargado Atonducan Jr.
Name of Mother: Eucila Elan Atonducan
Name of Brothers/Sisters:
Franklien Elan Atonducan
Franklie Elan Atonducan
Francis Elan Atonducan
Angel Mary Elan Atonducan

Educational Attainment

Elementary: Sta. Josefa Central Elementary School

42
Secondary: Sta. Josefa National High School

Personal Background

Name: Jaira Lynne Mae Flamiano Emelia

Nickname: Jamjam/Jamita
Date of Birth: September 12, 2000
Home Address: Purok 2, Concepcion,
Sta. Josefa, Agusan Del Sur
Name of Father: Jaime Castor Emelia
Name of Mother: Nora Flamiano Emelia
Name of Brothers/Sisters:
Jerushia Flamiano Emelia
Xyruz James Flamiano Emelia
Jairus Flamiano
Jahara May Flamiano Emelia

Educational Attainment

Elementary: Sta. Josefa SPED Learning Center

Secondary: Sta. Josefa National High School

Personal Background

Name: Nova Ditchon Mentero

Nickname: Noveng
Date of Birth: November 12, 2000
Home Address: Purok 1, Sta. Isabel,
Sta. Josefa, Agusan Del Sur
Name of Father: Morito Buenacosa Mentero.
Name of Mother: Gloria Elizabeth Ditchon Mentero
Name of Brothers/Sisters:
Eugene Francis Ditchon Granada
Dawn Ditchon Mentero
Mae Ditchon Mentero

Educational Attainment

Elementary: Sta. Josefa SPED Learning Center

Secondary: Sta. Josefa National High School

43
Membership to Organization: SSG Vice President

Personal Background

Name: Lynniel Masauring Resus

Nickname: Yenyen
Date of Birth: July 31, 2000
Home Address: Purok 10, Poblacion,
Sta. Josefa, Agusan Del Sur
Name of Father: Danilo Acibes Resus
Name of Mother: Everlyn Masauring Resus
Name of Brothers/Sisters: Nielreve Masauring Resus

Educational Attainment

Elementary: Sta. Josefa SPED Learning Center

Secondary: Max Mirafuentes Academy

Personal Background

Name: Jovelyn Adem Visto

Nickname: Lenlen
Date of Birth: August 17, 2000
Home Address: Purok 11, Poblacion,
Sta. Josefa, Agusan Del Sur
Name of Father: Jovito Taguba Visto
Name of Mother: Evelyn Adem Visto
Name of Brothers/Sisters:
Jomar Adem Visto(deceased)
Jovemar Adem Visto
Angel Mae Visto Legaspi
Jessica Adem Visto
Jasper Dean Adem Visto
Jolibert Adem Visto
Jovit Adem Visto

Educational Attainment

Elementary: Lantang Elementary School

Secondary: Sta. Josefa National High School

44
45