TIME IS GOLD: EMBODIMENT OF PROCRASTINATION AMONG THE

GRADE 11 STUDENTS OF MCPI AND ITS EFFECTS ON THEIR

ACADEMIC PERFORMANCE

This study is presented to the Faculty of Maryknoll College of Panabo, Inc.

Panabo City, Davao del Norte, Philippines

In Partial Fulfillment of the Requirements in the Practical Research 2 subject

for the Academic year 2018-2019

Cabilan, Princess Keith

Calulong, Jasther

Dujali, Anna Rea Monique

Eballa, Maria Ellah

Halipa, Verhill Ross

Researchers

October 2018
 Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

Procrastination is very common especially to students. Students tend

to do the task that were given to them later and will not do the task until the

deadline is near. Most frequently, students came across this problem in the

course of their academic experience. The most common procrastination

practices are waiting for the last day to hand in assignment and/or required

papers, and/or waiting until the last to review for the test. The term

“procrastination” has been defined as “the act of needlessly delaying tasks to

the point of experiencing subjective discomfort or putting off that which is

necessary to reach some goal.”

Students procrastinate because of several reasons. According to Piers

Steel (2007) procrastination is a prevalent and pernicious form of self-

regulatory failure that is not entirely understood. In his study he stated that the

strong and consistent predictors of procrastination were task aversiveness,

task delay, self-efficacy, and impulsiveness, as well as conscientiousness and

its facets of self-control, distractibility, organization, and achievement

motivation. Procrastination refers to ‘the lack of intention or willingness to take

action’ (Ryan & Deci, 2000 as cited in Rakes & Dunn, 2010, p. 80) that is

typically observed in the form of intentional and habitual delay of tasks

(Elsworth, 2009). Another thing that is associated with procrastination is self-

efficacy. Stated in the study that self-efficacy holds stronger predictor of

tendency to procrastinate. Self-efficacy is described as people’s beliefs about

their capabilities to produce or perform task, the study defines negative

procrastinators as procrastinator who delay the start of long-term task

(Klassen, Krawchuk, Rajani 2008).

Self-motivation is also identified as one of the important correlates of

academic procrastination. Academic procrastination which is a kind of

procrastination includes delaying school-based tasks and can be described as

procrastinating academic tasks due to some reason (Akbay & Gizir, 2010, p.

60). Klassen, et al. (2010) found a significant link between academic

procrastination and motivation variables consisted of the students’ self-

efficacy, self-regulation and self-esteem. According to the study of Mandap,

students with low perceived academic self-efficacy showed significantly higher

procrastination scores than those with high self-efficacy. This explains that

students who are motivated to pursue success will be more active and willing

to engage in their academic tasks (Mandap 2016).

A study in Turkey examine academic procrastination behavior of

Turkish undergraduate students, state that 405 students (52%) out of 784

perform academic procrastination while 379 (48%) do not (Ozer, Demir ve

Ferrari (2009). University students engage in academic procrastination

because of the personal characteristics of the student as well as other factors

such as lecturer teaching style, time management issues, lack of motivation

and peer influence. The very reason why students indulge in procrastination is

because of attributes such as poor time management, task aversiveness and

fear of failure (Zeenath and Orcullo 2012).

 Given these past findings and a general understanding of

procrastination, this study sought to examine and discover the impact of

procrastination to the students. The study aims to determine whether

procrastination has an effect to the academic performance of the students

specifically the grade 11 students of MCPI (Maryknoll College of Panabo,

Inc.).

Statement of the Problem

Household chores, personal business and school activities includes

paper works and needs time and effort. Professionals and students

procrastinate because of tiredness that could lack of time or the unbalancing

of works. This study aims to determine if procrastination in Grade 11 students

of MCPI affects their Academic Performance.

Research Questions

1. How many Grade 11 students go through Procrastination?

2. What is the profile of Grade 11 students on their academic

performance?

3. Does Procrastination affect the Academic Performance of the grade 11

students?

Research Hypothesis

Ho: Procrastination among students does not affect their Academic

Performance.

Objectives of the Study

 To identify the number of students who experienced Procrastination.

  To determine the profile of Grade 11 students on their Academic

Performance.

 To determine whether Procrastination has an effect on the Academic

Performance of the grade 11 students.

Significance of the Study

This study will be a significant endeavor in determining relationships

between procrastination and its effects on their academic performance in the

classroom environment.

STUDENTS. This study will also be beneficial to the students for this study

expose students to the implications of manifestation of procrastination in their

selves. Also, this can serve as precautionary measures towards achieving

academic excellence in terms of their performance.

TEACHERS. This study also helps teachers to know if there is a significant

relationship between procrastination and academic performance for teachers

also has a hectic schedule which is prone to experience procrastination and

will enable them to know if procrastination really affects individual’s

performance.

SCHOOL. This study will be favorable to the school, for this will raise

awareness of how procrastination among students affects their academic

performance.

FUTURE RESEARCHERS. This will also serve as future reference for

researchers who have the same field of study. The findings of the study

provide a foundation for future undertakings and conduct of related studies

and research works. It will help them uncover critical areas in externalization

of procrastination among students that many researchers were not able to

explore.

Scope and Limitations

This study was conducted in Maryknoll College of Panabo Inc for the

Academic Year 2018-2019. The respondents of this study are the Grade 11

students from different sections. The focus of this study is to determine if

procrastination has an effect to the students’ academic performance. Survey

questionnaires will be used and will be given to the students of Grade 11. The

survey questionnaires will serve as a tool for data collection for this study.

This study was conducted within the month of July to October 2018.

Definition of terms

Procrastination – the unwanted habit of students who tends to have “do it

later” theme when it comes to doing task.

Academic Performance – refers to the general average obtained during the

first semester of SY 2018-2019.

Embodiment – it is the manifestation, acquiring or personification of a trait to

your lifestyle. Accepting a trait and able to perform it.

Academic procrastination – a kind of procrastination defined as delaying

task specifically academic task.

Self-efficacy – is defined as people's beliefs about their capabilities to

produce designated levels of performance that exercise influence over events

that affect their lives.

 Chapter 2

REVIEW OF RELATED LITERATURE

This portion of the research study will provide details of the literature

and related studies so that the readers will be guided and be given clear

vision of what is being highlighted in the study. This review will examine

literature regarding procrastination and academic procrastination. The study is

organized under the following sub-headings:

I. Meaning and concept of Procrastination

II. Academic Procrastination and Its Effects on the academic

performance

Meaning and Concept of Procrastination

The term “procrastination” has been defined as “the act of needlessly

delaying tasks to the point of experiencing subjective discomfort or putting off

that which is necessary to reach some goal.” Procrastination is very common

especially to students. Students tend to do the task that were given to them

later and will not do the task until the deadline is near. Most frequently,

students came across this problem in the course of their academic

experience. The most common procrastination practices are waiting for the
last day to hand in assignment and/or required papers, and/or waiting until the

last to review for the test.

Ferrari (2010) defines procrastination as “the process of delaying is

voluntary or purposeful and deliberate. And the process feels uncomfortable,

experiencing emotional unease from delaying” (p. 17).

Procrastination is regarded as a behavioral problem that can be

harmful both to the procrastinator’s psychological, physical, and financial well-

being, and to other people that count on him or her (Jaffe, 2013). Also,

Zacharis (2009) conveyed procrastination leads to a number of negative

results, including stress, isolation, and poor performance. Despite of the fact

that many studies’ results showed that procrastination has negative effects on

academic success (Klingsieck, Fries, Horz & Hoferd, 2012) and most

researchers stated procrastination as a damaging trait (Rabin, Fogel & Nutter-

Upham, 2011), some researchers suggested that it may be favorable under

certain conditions.

Recently, there has been ample research on procrastination, which

define as a pervasive phenomenon (Klingsteick, Fries, Horz & Hofer, 2012).

Procrastination is which one disregards or delays a timely attendance to an

obligatory assignment or judgment. It is important to address this because

procrastination can develop into a habit that can seriously impact your ability

to be productive. Procrastination refers to ‘the lack of intention or willingness

to take action’ (Ryan & Deci, 2000 as cited in Rakes & Dunn, 2010, p. 80) that

is typically observed in the form of intentional and habitual delay of tasks

(Elsworth, 2009). Dryden (2012) states that people procrastinate since they

hold irrational beliefs about anticipated “A”.

Self-esteem is associated with procrastination. The primary goal of the

study was to look in a careful manner whether affiliation exists between

procrastination and self-esteem among college students. It all leads to the

results that students with higher self-esteem tends to procrastinate experience

less procrastination experience less procrastination. Meanwhile those

students who procrastinate more have relatively lower self-esteem (Saleem

and Rafique 2012).

Another thing that is associated with procrastination is self-efficacy.

Stated in the study that self-efficacy holds stronger predictor of tendency to

procrastinate. Self-efficacy is described as people’s beliefs about their

capabilities to produce or perform task the study defines negative

procrastinators as procrastinator who delay the start of long-term task

(Klassen, Krawchuk, Rajani 2008). Steel (2008) pointed out that

procrastination affects the self-efficacy, distractibility, impulsiveness, self-

control, and organizational behavior of the students. It makes students lazy

and passive and helps them develop delaying tendencies; either they feel

hesitation in taking initiative or fear to start on work or assignments.

Additionally, although the use of the term procrastination in the present

study refers to the primary, passive, negative form of procrastination, for some

of procrastinators, planned procrastination might associate with positive

learning behaviors for high performance (Yamada et al., 2015). According to

Geri, Gafner & Winer (2014), when students have limited attention and time
resources, they can procrastinate intentionally and specifically focus on

studying for the exam. Hence, Solomon and Rothblum (cited in Uzun Özer et

al, 2009) found that students procrastinated more often when writing term

papers (46%) than they did when reading assignments (30%), studying for

exams (28%), or fulfilling academic (23%) and administrative (11%) tasks. For

this reason, chronic and academic procrastination are often connected with

detrimental behaviors and outcomes such as low academic performance

(Uzun Özer, Demir, & Ferrari, 2009), submission of assignments after the

deadline and cramming (Klassen, Krawchuk, & Rajani, 2008). This situation

requires students to manage their time constantly throughout the semester.

Inadequate self-regulation, which manifests itself as procrastination, is

connected to a variety of negative study behaviors (Stewart, Stott, & Nuttall,

2016). Procrastinators 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).

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. One strategy that self-regulated

learners use when completing big projects is called balancing task

completion. This is when a person slows down or stops working on the

smaller tasks to focus on the bigger task. Dale Carnegie, famous

entrepreneur and philanthropist, advocated for the balancing task completion

approach (Ferrari, 2010).

Academic Procrastination and Its effects on the Academic Performance

Procrastination is associated with lower task performance (Rotenstein

& Tatum 2010). Procrastination is a common event and is often unavoidable

because there are thousands 15 of potential tasks that we could be doing at

any time. However, procrastination has been found to be domain-specific.

Academic procrastination is the most researched procrastination domain

(Jorke, Thau, Fries, 2011). Klassen and Kuzucu (2009) expressed that

academic procrastination is a universal behavior pattern. Even though, many

studies have been conducted about that subject since 1990s, the

psychological base of academic procrastination behavior is not yet fully

revealed. However, Balduf (2009), Lee, Nonis and Hudson (2010) stated that

such procrastination behaviors have impact on academic achievement.

An important aspect of academic procrastination is whether students

may tend to procrastinate more frequently on certain types of tasks. Research

clearly indicates that academic procrastination is task-dependent and that

people exhibit procrastination in a variety of behaviors and settings (Ferrari,

2010). 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). Fulfilling tasks with

deficiencies or not being able to complete them before the deadline often

results in poor academic performance. Academic procrastination which is a

kind of procrastination includes delaying school-based tasks and can be

described as procrastinating academic tasks due to some reason (Akbay &

Gizir, 2010, p. 60). Assignments that are not done or tasks that are not fulfilled

can cause negative consequences such as disturbed sleep, stress, anxiety to

manage time effectively and might result in giving up or partially fulfilling the

task (Deniz & Akdoğan, 2014, p. 30). Students who’s more likely got a lower

score in their academic performance. In addition, Procrastination is labeled as

inappropriate behavioral problem of students. Students who procrastinate

effects depend on the condition they procrastinate through different across

individual (Zarick & Stonebraker 2011).

Babadoğan (2010) analyzed the interaction among learning modalities,

academic procrastination behaviors and academic achievements of the

students participating in the Certificate Program in English Language

Teaching delivered in the Faculty of Educational Science, Ankara University

during the academic year 2008-2009. It was found that there is no significant

correlation between the academic achievement and academic procrastination,

and learning modalities and academic achievement of the students. It is also

seen that there is a significant positive correlation between learning modalities

and academic procrastination behaviors of the students. This means that a

course design based on the learning modalities of the students may result in a

decrease in academic procrastination behaviors of the students and thereby

an increase in the academic achievement.

Tan (2008) examined correlates of academic procrastination and

students’ grade goals in a sample of 226 undergraduates from Singapore.

Findings indicated that self-efficacy for self-regulated learning was

significantly and negatively related to procrastination. High self-efficacy for

self-regulated learning also predicted students’ expectations of doing well and

low self-efficacy for self-regulated learning predicted students’ expectations of

not doing well academically. Additionally, help-seeking predicted students’

expectations of doing well academically while academic stress predicted

students’ expectations of not doing well academically.

The study of Zeenath and Orcullo aims to conclude about the concern

of different levels on academic procrastination. Using the project-based

learning strategy and conventional learning strategy we can determine the

levels of procrastination of high school students while through quasi-

experimental research by self-regulated. Through two-way Anava track test

hypotheses the result may vary as: level of differences in procrastination

based on project-based learning strategy, level of differences in

procrastination based on project-based learning; and self-regulated learning

strategies in learning and performances (Zeenath, S., & Orcullo, D.J.C. 2012).

Academic procrastination usually refers to the voluntary delay of an intended

course of study-related action despite expecting to be worse off for the delay
(Steel & Klingsieck, 2016). Research findings indicate that approximately 30–

60% of undergraduate students report regular postponement of academic

tasks to the point at which optimal performance becomes highly unlikely

(Rabin, Fogel & Nutter-Upham, 2011).

Klingsieck (2013) describes academic procrastination as postponing an

academic task that is to be done voluntarily or necessarily and/or which is

personally important although a person is aware of possible positive short-

term consequences will be overwhelmed by long-term negative ones. In

another way, it is described as delaying the completion of an academic

task/assignment or postponing to study for the examinations and this is very

common among the students all over the world (Kim & Seo, 2015, p. 26).

Klassen, et al. (2010) found a significant link between academic

procrastination and motivation variables consisted of the students’ self-

efficacy, self-regulation and self-esteem. According to the study of Mandap

students with low perceived academic self-efficacy showed significantly higher

procrastination scores than those with high self-efficacy. This explains that

students who are motivated to pursue success will be more active and willing

to engage in their academic tasks (Mandap 2016).

A study in which they examine academic procrastination behavior of

Turkish undergraduate students, Ozer, Demir ve Ferrari (2009) state that 405

students (52%) out of 784 perform academic procrastination while 379 (48%)

do not. Besides this prevalence, students that procrastinate unnecessarily

may not even be aware of it and feel disturbed (Lindblom-Ylänne, Saariaho,

Inkinen, Anne-Haarala-Muhonen, & Hailikari, 2015) or some of them may not

be volunteered to decrease the number of it (Grunschel & Schopenhauer,

2015). The reason why this behavior is more common among undergraduates

rather than primary, secondary and high school students is the more flexible

learning environment (You, 2015). Academic procrastination is studied a lot

due to its being common and having many negative aspects.

Researchers suggest various possible predictors like a tendency

toward self-handicapping, low self-esteem, low academic self-efficacy, fear of

failure, and distorted perceptions of available and required time to complete

tasks as cognitive variables; anxiety, depression, and worry as emotional and

lower conscientiousness and higher neuroticism as personality variables

(Rabin, Fogel, & Nutter-Upham, 2011). Because procrastinators had a

relatively short period of time for completing tasks or preparing for exams,

they hurried to finish their work or crammed the study material. Furthermore,

high procrastinators have reported that they feel a compulsion to dropout

frequently throughout a course and experience difficulty in maintaining

motivation (Michinov, Brunot, Le Bohec, Juhel, & Delaval, 2011). Time

management is simply more than planning the time; it also includes a high

level of awareness in terms of use of time and determining, planning,

monitoring and organizing of goals and (Van Eerde, 2015, p. 313). Successful

time management which can be explained as realizing the best use of time in

the highest level in a way that will provide productivity, balance and self-

satisfaction can be really compelling because of foreseeing an insufficient

amount of time to complete their duties/responsibilities or preferring the

completion of short-term tasks with less gain to long-term but with more gain

ones (Oettingen, Kappes, Guttenberg, & Gollwitzer, 2015).

 In addition, as e-learning is becoming popular, the likelihood of

procrastination is also growing because of the self-directed nature of the e-

learning environment. For example, an annual report (Allen & Seaman, 2013)

that surveyed over 2,800 colleges and universities in the U.S. reported that a

total of 6.7 million students had taken at least one online course, but many

students expressed difficulties in planning and regulating their studies. This

issue can be resolved in an e-learning course because all student behaviors

are recorded in a learning management system (LMS). The generated log

data convey information regarding who did it, what was taken, and when it

was taken (Hershkovitz & Nachmias, 2009). More than 80% of surveyed

institutions in the U.S. (Abdous, He, & Yen, 2012) and Korea (Korea

Education and Research Information Service, 2012) have reported using LMS

as a medium for e-learning course delivery, and the majority of traditional

universities have also used LMSs to support their regular classes. This trend

indicates that it is not difficult to trace and identify students' learning patterns

throughout a course in a field. Therefore, it would be valuable to clarify the

effect of academic procrastination on achievement using LMS data. Several

studies have explored the significant indicators from log data to e-learning

achievement. Participation indices, including the number of pages to read,

time spent reading materials, and the number of original postings, were

commonly used in the research. However, recent studies (Asarta & Schmidt,

2013; Jo & Kim, 2013) have claimed that consistent learning behaviors, such

as avoiding cramming or regularity of learning pace, are more critical than the

frequency of access or amount of time spent viewing.

 In a recent meta-analysis conducted by Kim and Seo (2015) findings

revealed that academic procrastination was negatively correlated with

academic achievements, however, higher correlations were found for specific

task grades measured, when grades were not self-reported, when

procrastination was self-reported and when performance was externally

observed. In addition, they found that academic procrastination was most

strongly correlated with academic performance in younger students from

westernized societies. Their findings strongly supported the argument that

procrastination is a serious matter that affects the individual students, the

academic community, and society in general (Pychyl & Flett, 2012) and

therefore must be addressed as soon as possible.

Conceptual Framework

Academic
Procrastination
Performance

Figure 1. Conceptual Framework

Figure 1. shows the two variables used in this research study. The two

variables are Procrastination and Academic Performance. The former is the

independent variable which is procrastination and the latter is the dependent

variable which is academic performance. Procrastination has been defined as

“the act of needlessly delaying tasks to the point of experiencing subjective

discomfort or putting off that which is necessary to reach some goal.”

Academic performance refers to the profile or the grades of the students. The

figure explains the relationship between these two variables.

Theoretical Framework

Temporal Motivation Theory

Temporal Motivation Theory is rooted in Ainslie and Haslam work in

1992, which was named Picoeconomics or Hyperbolic Discounting. This

theory tried to explain selection processes of someone’s decision making or

behavior. TMT suggests that any person always prioritize activities which

promise highest utility. In other words, people tend to procrastinate when they

think the utility of doing the task is low. Later on, Piers Steel and Cornelius J.

Konig developed this theory. It is an integrative motivational theory that

emphasizes time as a critical motivational factor and focuses on the impact of

deadlines on allocation of attention to particular tasks. TMT argues that as a

deadline for completing an activity nears, the perceived usefulness or benefit

of that activity increases exponentially. It is the most accepted theory for

procrastination and used to understand procrastination in general.

Even though TMT is designed to study general procrastination it can

also be used to understand academic procrastination which is link to the

academic performance of the students. TMT is used to understand academic

procrastination because it considers a person’s self-efficacy, motivation and

deadline time. People Additionally, this study focuses on the procrastination

that the students’ experiences and how it affects their academic performance.

The theory is used as a foundation of this research and to describe and

understand procrastination. This theory is also used to explain the relationship

between procrastination and academic performance.

Chapter 3

METHODOLOGY

Method Used

In this study Causal-Comparative Research Design was utilized. The

goal, assumptions, and data analytic strategies that inhere to causal-

comparative research are emphasize. It involves the examines role to this

study in rehabilitation which talks about the significant relationship between

the independent variable which is procrastination and dependent variable

which is the academic performance of the students.  It is used to determine

whether the independent variable affected the outcome.

The Respondents of the Study

The respondents of this study are the grade 11 Senior High School

Students coming from different strands; the Science, Technology, Engineering

and Mathematics (STEM), Humanities and Social Sciences (HUMSS),

Accounting and Business Management (ABM), General Academic Strand

(GAS), and Technical Vocational Livelihood (TVL). The students were chosen

through Cluster Sampling. The total respondents for the study are 68

students.

Research Instrument

In gathering the data, Survey Questionnaire Instrument suites the study

wherein there is a printed set of questions to be given to the chosen Grade 11

Students of MCPI. In the preparation of the instrument, the requirements in

the outlining of good data collection were considered. Questions within the

study that are conceivable to the respondents were stated to obtain valid

results needed. The questionnaire is interpretable for the students to

understand easily the questions, divided into three main questions: the profile,

the preliminary survey questionnaire which is answerable by yes or no, and

the third is the questionnaire proper:

Strongly Agree Agree Disagree Strongly Disagree

Data Gathering Procedure

The following procedures will be done by the researchers in order to

gather the necessary data that would help in answering the queries of this

study:

1. Submission of the necessary letters. Letters were made in order to

inform and to ask for permission to the research adviser, grade 11

teachers, SHS coordinators and the school president about the

 gathering of the needed data for the said study which will be conducted

in the premises of MCPI.

2. Request for permission to acquire the list necessary for gathering

the data. The researchers have approached the school’s high school

registrar, as well as the SHS Subject Coordinator to ask for permission

and to acquire the list needed for data gathering. After the request

have been approved and the hard copy of the list was acquired, it was

photocopied by the researchers to have their own copy of the list.

3. Distribution of the survey questionnaires. After the researchers has

selected representation from the total population involved in the study

as the respondents, the distribution of the questionnaires then partook.

The researchers personally handed out the preliminary survey

questionnaire to the 197 respondents coming from the grade 11

students. After distributing the preliminary survey questionnaires

another questionnaire was given to the 68 students who answered the

previous survey questionnaire. The respondents were also briefed

generally about the questions indicated, and the researchers also

entertained them to ensure them if ever they have queries regarding

the said questionnaire. The researchers then retrieved the

questionnaire on the same day, right after the respondents finished

answering them.

4. Acquiring of the first quarter grades of the respondents. The

grades of the respondents are essential and extremely necessary for

this study. That is why the researchers asked for permission to the

school’s high school registrar if the researchers could acquire the first
 quarter grades of the grade 11 students which will be involved in

conducting the said study in order to complete the data gathering

procedure.

Statistical Treatment

The gathered data was subjected to the following statistical treatments:

1. Frequency Distribution Table – used to display the frequency of

various outcomes in the given sample. It is also used to determined the

number of students who experienced procrastination.

2. Spearman Rho or Spearman Rank Correlation – used to know and

to determine if procrastination has an effect on the academic

performance of the grade 11 students of MCPI.

Chapter 4

RESULTS AND DISCUSSIONS

This chapter presents the various findings of the Procrastination among

the grade 11 students and its effects on their academic performance.

Procrastination Profile of the Respondents

Since the researchers conducted a preliminary survey to the 197

students, a total of 68 students responded to the preliminary survey. Table 1.1

shows that in the question “I usually find reasons for not acting immediately
on a difficult assignment” out of 68 respondents most of the students

answered AGREE with a percentage of 85.3. This means that the students

procrastinate because they do not act or do immediately the difficult task or

assignment.

Table 1.1 I usually find reasons for not acting immediately on a difficult

assignment.
Valid Cumulative

Frequency Percent Percent Percent

Valid Strongly Disagree 7 10.3 10.3 10.3
Disagree 24 35.3 35.3 45.6
Agree 27 39.7 39.7 85.3
Strongly Agree 10 14.7 14.7 100.0
Total 68 100.0 100.0

Table 1.2 shows in the question “There are too many interruptions that
interfere with my top priorities” out of 68 respondents most of the students
answered AGREE with a percentage of 83.8. This means that the reason that
the students procrastinate is because there are many interruptions that
interfere when they do a certain task or assignments.

Table 1. 2 There are too many interruptions that interfere with my top

priorities.
Valid Cumulative

Frequency Percent Percent Percent

Valid Strongly Disagree 6 8.8 8.8 8.8
Disagree 22 32.4 32.4 41.2
Agree 29 42.6 42.6 83.8
Strongly Agree 11 16.2 16.2 100.0
Total 68 100.0 100.0

Table 1.3 shows that in the question “I sometimes settle for mediocre

results even when I could do better” out of 68 respondents most of the

students answered AGREE with a percentage of 86.8. The students tend to

procrastinate because they settle for mediocre result and does not bother to

do better on their task or assignment.

Hence, due to other reasons, interruptions and accepting mediocre

results the majority of the students are currently experiencing procrastination

in the course of their academic task.

Table 1. 3 I sometimes settle for mediocre results even when I could do

better.
Valid Cumulative

Frequency Percent Percent Percent

Valid Strongly Disagree 7 10.3 10.3 10.3
Disagree 24 35.3 35.3 45.6
Agree 28 41.2 41.2 86.8
Strongly Agree 9 13.2 13.2 100.0
Total 68 100.0 100.0

Procrastination and its effect on the Academic Performance

Table 2 shows the result of the correlation between the two variables,

the procrastination and the academic performance of the students which is

the grades. In the table, it is clearly stated from all the data that have been

gathered that procrastination has an effect to the academic performance of

the Grade 11 students since the result is all below 0.01 level of significance

on a two tailed test. It is also stated in the table that the results of the

variables are negatively correlated or indirectly proportional with each other. It

means that if the students continue to procrastinate their academic

performance will be affected. Hence, from all the data that have been
gathered and base on the results Procrastination does affect the Academic

Performance of the Grade 11 students.

Table 2. Procrastination and its effect on the Academic Performance

Correlations
I usually find There are I sometimes
reasons for too many settle for
not acting interrupti mediocre results
immediately ons that even when I
on a difficult interfere could do better GRADES
Spearman’s Rho Correlation -.941** -.931** -.937** 1.000
Coefficient
Sig. (2- .000 .000 .000 .
tailed)
N 68 68 68 68
**. Correlation is significant at the 0.01 level (2-tailed).
 Chapter 5

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions based on the results that have

been gathered about Procrastination and its effects on the Academic

Performance of the grade 11 students of MCPI. Recommendation is also

included in this chapter.

Conclusions

From the analysis of the data with the result of below 0.01 level of

significance and as the null hypothesis has been rejected, the researchers

arrived at the conclusion that procrastination does affect the academic

performance of grade 11 students of MCPI. Furthermore, it was inarguably

found out that students are experiencing procrastination. It was also

ascertained that the embodiment of procrastination among students can affect

their academic performance as shown in terms of their grades. The

researchers now conclude that there is a significant relationship between

procrastination and academic performance of a student.

Recommendations

After the results of this study has been presented, the following

recommendations for students are drawn as follows:

1. It would be worthwhile for all stake holders in education i.e. parents,

teachers and government to encourage students in not engaging

 themselves (students) in procrastination and had a clear explanation of

its negative effects.

2. The school should conduct intervention programs that focus on

improving academic performance for students who procrastinate and

may help increasing their well-being.

3. It is highly recommended that students who procrastinate requires to

provide time schedule to manage their time constantly throughout the

semester.

4. Students should be taught study skills so that they can cultivate good

and effective study skills lessening the time to procrastinate.

5. The students should take time to think about the task or assignments to

be done and write down those tasks. If there are too many tasks that

needed to do write down or list the task according to how important or

the time of the deadline of the task. A planner would be helpful for them

to track important due dates.

6. Things that caused students to procrastinate like social media should be

lessen through their self-control and guidance of their parents, teachers,

and other elders.

7. If the students want to balance fun and doing tasks, the student can use

the pomodoro technique which is a time management method. The

technique uses a timer to break down task into intervals, usually it is 25

minutes long separated by breaks. The student can use that break that

usually last for 5 minutes to do the things they want to do, like check on
 their social media or search inspiration to keep doing the task. This can

help the students to be motivated to do the tasks and will help them

accomplished all the tasks that are needed to be done.

8. Most of the students settle for mediocre results that is why they tend to

procrastinate. In order for the students to avoid procrastination the

students should list some goals to challenge themselves and a reward

afterwards to keep them motivated.

9. One must get rid of distractions and to all potential disruptions before

you begin in working. Try listening to classical music or alternatively,

change your study environment. If ever one has lost his/her focus, try

meditating because it will help to re-focus and re-energize your mind

and body.
 ABSTRACT

The purpose of this study is to identify how many students experienced

procrastination and to determine if procrastination has an effect on the

academic performance of the grade 11 students of MCPI. The respondents of

the study were the grade 11 students from different tracks; the Science,

Technology, Engineering and Mathematics (STEM), Humanities and Social

Sciences (HUMSS), Accounting and Business Management (ABM), General

Academic Strand (GAS), and Technical Vocational Livelihood (TVL). This

study utilized the causal-comparative research design. Using a standardized

adopted research questionnaire, the data were collected to test the null

hypothesis which states that procrastination does not affects the academic

performance of the grade 11 students of MCPI. The questionnaire of this

study has two sets, the first set was the preliminary survey questionnaire that

was given to 197 students. Out of 197 respondents 68 students answered the

second set of the questionnaire. The objectives of the study are; to identify the

number of students who experienced Procrastination, to determine the profile

of Grade 11 students on their Academic Performance, and to determine

whether Procrastination has an effect on the Academic Performance of the

grade 11 students. Based from the data that has been collected, most of the

students experienced procrastination. Using the Spearman’s Rho, the result

was all below 0.01 level of significance on a two tailed test. Hence, the

hypothesis of the study was rejected and arrived at the conclusion that

Procrastination does affect the Academic Performance of the Grade 11

students.
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