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Meycauayan College
Meycauayan City, Bulacan
High School Department
PACUCOA LEVEL II
First Reaccredited Status
S.Y. 2020-2021

Learners’ Idleness and Procrastination in the Online Class: Its

Factors and Effects to the Performance of Students in

Meycauayan College High School Department

A Research Presented to

Junior High School Department

of Meycauayan College

Calvario, Meycauayan City, Bulacan

In Partial Fulfillment of the Requirements for

Grade 10 English

10-SCP-STE-Einstein Group No.4

S.Y. 2020 – 2021

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TABLE OF CONTENTS

Page

Title Page ………………………………………………………………. 1

Table of Contents ………………………………………….………….

Chapter

I The Problem and Its Related Literature

Introduction ………………………………………………… 3-5

6-8

Review of Related Literature ………………………………. 9

Statement of the Problem ………………………………….. 10 - 11

Significance of the study …………………………………... 11

12 - 13
Scope and Delimitation ……………………………………..

Definition of Terms ………………………………………….

II Method of Research 14 - 15

III Results and Discussion 16 - 34

IV Conclusion and Recommendations

Conclusion …………………………………………………… 35 - 36

Recommendations.…………………………………...……….. 37 - 38

References …………..………………………………………… 39 - 42
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LEARNERS’ IDLENESS AND PROCRASTINATION IN THE ONLINE CLASS:

ITS FACTORS AND EFFECTS TO THE PERFORMANCE OF STUDENTS IN

MEYCAUAYAN COLLEGE HIGH SCHOOL DEPARTMENT

Chapter 1

The Problem and Its Related Literature

Introduction

In the modern era, every type of education has been indispensable to the learning

of students for it offers different quality of teaching and learning based on what is more

suitable for them. As part of the growing variety of education, online learning or online

class is having its presence in this time that it has been the system of education that is

being used. An online class is a course conducted over the Internet. They are generally

conducted through a learning management system, in which students can view their

course syllabus and academic progress, as well as communicate with fellow students and

their course instructor. Online classes are generally self-paced, allowing for greater

flexibility in completing coursework (https://tophat.com/glossary/o/online-class/, 2019).

For it has been a great use, students that are under this type of learning are more prone to

experiencing the challenges it brings.

Although online learning is considered as the perfect substitute for face-to-face

learning, students are still experiencing difficulties even with the new method of learning

that has been implemented today. Aside from struggling to adapt to the online learning

environment, students are bound to experience technical difficulties such as slow internet

connection, and the lack of necessary equipment and devices suitable for learning which
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can greatly affect not only their learning but also their morale and their motivation to

make progress and complete their tasks without being distracted and tempted to

procrastinate because experiencing such difficulties can make the students lose their

willingness to learn and be productive in school. As they continue to face these

challenges, staying focused and managing their time effectively will be difficult and

students are more likely to develop idleness and succumb to procrastination.

Idleness or the unwillingness of people such as students to do their tasks and

necessary activities is caused by the possibility of an unmotivated mind, low self-esteem

and confidence, and lack of interest in a certain activity or the lack of credence to its

efficacy. Idleness can be an alarming problem to every student and is one of the major

difficulties that is being faced by students during online class. This laziness has its effects

on the students’ learning such as poor performance and failing grades. Students showing

a lack of concentration and loss of continuation in prioritizing a thing is the validation

that idleness is being dominant. Aside from developing idleness, students are also

beginning to procrastinate quite often. They have been putting off their impending tasks

to a later time which explains why some of them are late in turning in their tasks and why

they also have missing works. Just like idleness, procrastination should also be taken

seriously because it can take most of one’s time and make his or her schedule chaotic and

unorganized. By failing to manage their time efficiently, students won’t have enough

time to polish their work which can result in lower quality work and they will also have

less time to study which can negatively affect their learning and academic performance in

school.
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Considering the effects of idleness and procrastination along with its factors,

having awareness and knowledge pertaining to these issues is necessary and crucial for

students in order for them to change their behavior in an effective manner, boost their

productivity, and manage their time efficiently and wisely which can help for the

improvement of their learning and academic performance. It is in this view that the

researchers are motivated to determine the factors that cause students' idleness and

procrastination in the online class and its effects to the performance of the students in

Meycauayan College High School Department. Through this research study, students

won’t just be able to know the effects and factors of idleness and procrastination in online

class but they will also be able to devise a solution to this problem in order to avoid these

behaviors and perform well in class, or at school in general, and to achieve better results

in terms of their productivity, the quality of their work, and overall grades. This study can

also be used to inform teachers, school administrators, and even guardians about the

existence of this problem so that they can properly guide and help the students overcome

and avoid this predicament.

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Review of Related Literature

In a traditional classroom, you often learn by listening, reading, writing, and

doing other activities designed by your instructor. Online courses are different because

you are not in the same location as your instructor or the other students. In fact, you

probably will never meet your instructor or fellow students in person. (Minnesota

Department of Education, n.d)

Online classes are typically a mix of video recordings or live lectures

supplemented with readings and assessments that students can complete on their own

time. But nothing is typical about education in 2020 as the coronavirus has forced a

sudden migration to online learning with little time to prepare for it. The structure of an

online classroom varies, experts say. But generally, online students regularly log in to a

learning management system, or LMS, a virtual portal where they can view the syllabus

and grades; contact professors, classmates and support services; access course materials;

and monitor their progress on lessons. (Friedman & Moody, 2020)

According to Lawson and Scheid (2020), both students and adults struggle with

productivity as it requires time management, focus and motivation. During the pandemic

of COVID-19 and quarantine, online learning is requiring a large amount of independent

work which is causing more students to struggle to be productive and stay focused.

Lack of self-motivation among students continues to be one of the primary

reasons why students fail to complete online courses. In traditional classrooms, there are

numerous factors which constantly push students towards their learning goals. Face-to-

face communication with professors, peer-to-peer activities, and strict schedules all work

in unison to keep the students from falling off track during their studies. In the setting of
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an online learning environment, however, there are fewer external factors which push the

students to perform well. In many cases, the students are left to fend for themselves

during their learning activities, without anyone constantly urging them on towards their

learning goals. Students taking E-Learning courses will find that they are often required

to learn difficult materials in a comfortable home setting without any of the added

pressure normally associated with traditional colleges. As a result, keeping up with

regular deadlines during online studies can become difficult for those students who lack

strong self-motivation and time management skills. (Tamm, 2019)

When a student lacks motivation, they usually procrastinate. According to Piers

Steel (2011), the author of the book “The Procrastination Equation: How to Stop Putting

Things Off and Start Getting Stuff Done,” procrastination is voluntarily delaying a task

despite knowing the consequences that follow.

The effects of being lazy or uninterested in school work leads to poor

performance on tests, resulting in low or failing grades; being lazy will cause students

test scores to fall and ultimately fail. Laziness or being unenthusiastic causes students to

perform poorly on their test and to fail. While laziness is one cause of failing tests,

procrastination is another one, and it is just as deadly to test taking as laziness. (Hollins,

2010)

Procrastination is often detrimental to academic achievement because it reduces

both the quality and amount of work produced by a student. (Zacharis, 2009)

Procrastination also comes with a set of consequences students have to go

through. Students who procrastinate usually experience a drop in their grades, leading to

a decline in school success. Some of them are associated with evoking emotional and
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psychological pressure including stress, regret and painful feelings. (Psychology Today,

2020)

Students often procrastinate because they don’t see how a project is relevant or

important to them, don’t understand the material, or just do not know how to get started.

There could also be factors like lack of motivation, low self confidence, fear of failure,

lack of understanding, trouble concentrating, perfectionism, low energy levels and poor

organization skills that might cause a student to procrastinate. (Oxford Learning, 2017)

We have a lot of work to do but a momentary feeling of laziness or even a

habitual state of pure laziness prevents us from getting motivated to perform our tasks.

We do not feel energized and just don’t want to do particular activities. This can either be

the result of a lack of inspiration or we’re simply not encouraged enough to start working.

(Mueller, 2020)

The present study by Brunot et al. (2011), focuses on a specific learner

characteristic in the management of time – procrastination-, and its role in an online

learning environment. More specifically, it was expected that procrastination would

influence the successfulness of online learning and that this could be explained by the

level of participation of learners in discussion forums. A study was conducted to test this

hypothesis among a sample of learners taking a 10-week course on environmental and

land use issues. As predicted, a negative relationship was found between procrastination

and performance, and this relationship was mediated by the level of the learners’

participation in discussion forums. In other words, it appears that if high procrastinators

are less successful online learners than low procrastinators, it is partly due to their lack of

participation in discussion forums during the learning process. 

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Statement of the Problem

This study aimed to determine the factors that cause students' idleness and

procrastination in the online class and its effects to the performance of the students in

Meycauayan College High School Department.

Specifically, it sought to answer the following questions:

1.) What are the factors that cause students' idleness and procrastination in the

online class?

2.) What are the effects of the students' idleness and procrastination in the online

class on their performance?

3.) What is the performance of the students in the online class?

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Significance of the Study:

The findings of this research study will benefit the following:

Students - This study will be beneficial for the students because they will be

aware of the factors and effects of their procrastination and idleness. Through this

study, the students will be reminded of the importance of their academic success

and how their behavior can affect not only their learning and academic

performance but their future as well. This study will guide them to improve their

performance in school and to also limit themselves from these actions.

Teachers and School administrators - This study also benefits teachers and

school administrators, especially guidance counselors. The awareness regarding

the factors and effects of the students’ procrastination and idleness can help the

teachers guide the students who are currently struggling through these behaviors,

which can be beneficial for both sides. It can also be beneficial in terms of giving

grades, and managing the students during the online classes.

Parents and Guardians – Through this study, parents and guardians will be able

to familiarize themselves and be completely aware of how their children's idleness

and procrastination affects their learning and academic performance in online

class. They will also be able to focus on guiding their children to help them

understand the importance of prioritizing their education and managing their time

to enhance their learning and improve their academic performance in online class.
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Future researchers - The future researchers will benefit from this study because

it may become one of their basis or foundation to develop future research that

may lead to a revolutionary breakthrough. The outcome of the study may also be

one of the future references of a new theory in learning. This would also help

them by minimizing or preventing any delays in their research while still being

mindful of their well-being while working on their research that would need a

great amount of time and effort.

Scope and Delimitation of the Study:

Thirty-five (35) students of Meycauayan College High School Department will be

the respondents of this study. The researchers chose one (1) section from Grade 7,

specifically section Waling-Waling, and two (2) sections from Grade 8, Grade 9 and

Grade 10, specifically sections Zoology and Ruby from Grade 8, Oxygen and Kawayan

from Grade 9, and lastly, Newton and Mariano Ponce from Grade 10. Only five (5)

students from the chosen sections will be the respondents of this study.
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Definition of Terms:

The terms in this research study were conceptually and operationally defined.

Idleness- It refers to the lack of action or activity: inaction, inactivity, inertness,

inoperativeness, stagnation.

Procrastination – It is the act of unnecessarily postponing decisions or actions;

the act or habit of procrastinating or delaying something that requires immediate

attention.

Learning – It is the process of acquiring new understanding, knowledge,

behaviors, skills, values, attitudes, and preferences.

Academic Performance – It refers to the extent to which a student, teacher or

institution has attained the short or long-term educational goals.

Student – It refers primarily to a person enrolled in a school or other educational

institution and who is under learning with goals of acquiring knowledge,

developing professions and achieving employment at desired field.

Online Learning/Class – It is a form of distance education in which a course or

program is intentionally designed in advance to be delivered fully online. Faculty

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use pedagogical strategies for instruction, student engagement, and assessment

that are specific to learning in a virtual environment.

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Chapter 2

Method of Research

This research study used the descriptive method of research in order to determine

the factors that can cause students' idleness and procrastination in the online class as well

as its effects on the performance of the students in Meycauayan College High School

Department. According to Calderon (2008), as cited by Alberto et al (2011), the

descriptive method, also known as statistical research, describes data and characteristics

about the population or phenomenon being studied. This method is used to gather

information in order to test the hypothesis or to answer questions concerning the currents

status of the subject of the study. For Paler-Calmorin, L. (2010), the purpose is not only

to find the truth, but to find a new one. This same truth could take different forms and

Paler-Calmorin explained that the descriptive method is valuable as well as indispensable

to the discovery of truth and all its nuances. And as cited in the study of Burns and

Groves (2001), designing a study helps researchers to plan and implement the study in a

way that will help them obtain the intended results. The information gathered by the

researchers through the use of the descriptive method is necessary to support and make

the research study accurate and successful.

An eleven-item devised questionnaire was used as a tool in gathering data and the

research instrument consisted of two sections which are the personal information of the

respondents and the eleven (11) general questions. The items which are statements were

formulated using observation techniques. As there were no face-to-face classes and

personal interactions between the researchers and the respondents, a survey

administration software was used to create the questionnaire online and the
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aforementioned software is called Google Forms. Google Forms is the perfect platform to

be used when conducting online surveys. It is organized, easy to use and we can easily

track the number of respondents that already finished the survey and we can also edit and

see the progress that our survey has been making. The survey questionnaire link was sent

to thirty-five (35) students of Meycauayan College High School Department through a

social media messaging app called Facebook Messenger. They were given twelve (12)

days to accomplish the questionnaire and the researchers did not fail to ask the

respondents via Facebook Messenger regarding the completion of the survey. The

gathered data were then quantitatively analyzed and tallied using frequency, percentage

and weighted mean.

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Chapter 3

Results and Discussion

This chapter shows the results and discussion using the information that the

researchers have gathered from the survey questionnaire distributed to the Junior High

School students of Meycauayan College High School Department.

Table 1: The Frequency of the Respondents’ Procrastination

Verbal
Indicator Always Sometimes Not at All WM
Interpretation

No. of
8 25 2 2.17 Sometimes
Respondents

N = 35

As pointed in Table 1, the indicator “Sometimes” obtained the highest frequency

of twenty-five (25), while the indicator “Not at all” got the lowest frequency of two (2),

and the indicator “Always” attained a frequency of eight (8). With a weighted mean of

two point seventeen (2.17), the researchers therefore conclude that the respondents do

procrastinate sometimes, and according to Oxford Learning (2017), Students often

procrastinate because they don’t see how a project is relevant or important to them, don’t

understand the material, or just don’t know how to get started.

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Table 2: The Respondents’ Estimated Timespan of Procrastination

Indicators Frequency Percentage

Less than 15 minutes to 30 6 17.14%

minutes

31 minutes to 1 hour 8 22.86%

1.5 hour to 3 hours 16 45.71%

3.5 hours to 5 hours 4 11.43%

5.5 hours and above 1 2.86%

Total: 35 100%

As shown in Table 2, the indicator “1.5 hour to 3 hours” attained the highest

frequency of sixteen (16) and a percentage of forty-five point seventy-one (45.71%),

while the indicator “5.5 hours and above” attained the lowest frequency of one (1) and a

percentage of two point eighty-six (2.86%). On the other hand, the indicator “Less than

15 minutes to 30 minutes” got a frequency of six (6) and a percentage of seventeen point

fourteen (17.14%), while the indicator “31 minutes to 1 hour” got a frequency of eight (8)

and a percentage of twenty-two point eighty-six (22.86%). Lastly, the indicator “3.5

hours to 5 hours” got a frequency of four (4) and a percentage of eleven point forty-three

(11.43%). To sum it all up, the majority of 45.71% of the respondents answered that their

estimated timespan of procrastination is 1.5 hour to 3 hours, while the lowest percentage
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of 2.86% of the respondents stated that they usually procrastinate for 5.5 hours and

above.
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Table 3: The Respondents' Reasons Behind Their Laziness

Indicators Frequency Percentage

High levels of stress 98 46.67%

Behavior and demeanor 57 27.14%

towards the given task

Lack of motivation 17 48.57%

Lack of emotional support 5 14.29%

Lack of understanding of the 14 40.00%

given task

Lack of interest in the given 15 42.86%

task

Lack of proper materials and 7 10%

functional gadgets

Others 14 20%

As recorded in table 3, the indicator “High levels of stress”, which is related to

anxiety, pressure, exhaustion, fear of failure and the feeling of an escape from reality,

obtained the highest frequency of ninety-eight (98) and a percentage of forty-six point

sixty-seven (46.67%), while the indicator “Lack of emotional support” obtained the

lowest frequency of five (5) and a percentage of fourteen point twenty-nine (14.29%). On
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the other hand, the indicator “Behavior and demeanor towards the given task”, which

correlates with low self-confidence, trouble concentrating, difficulty in multi-tasking,

perfectionism, low energy levels, and poor organization skills or having difficulty in

planning and sequencing, has a frequency of fifty-seven (57) with a a percentage of

twenty-seven point fourteen (27.14%). Additionally, the indicator “Lack of motivation”

attained a frequency of seventeen (17) and a percentage of forty-eight point fifty-seven

(48.57%), while the indicators “Lack of understanding of the given task” and “Others”,

which specified that they try to finish their works at once and that the task given is long,

complex and difficult, has a frequency of fourteen (14) and a percentage of twenty (20%).

Lastly, the indicator “Lack of interest in the given task” obtained a frequency of fifteen

(15) and a percentage of forty-two point eighty-six (42.86%), while the indicator “Lack

of proper materials and functional gadgets” got a frequency of seven (7) and a percentage

of ten (10%). All things considered, the researchers found out that the majority of the

respondents or 46.67% of them procrastinate and delay doing their tasks due to high

levels of stress, and according to the literature of Suna Wilkerson (2012), Stress can come

from many areas of life, like finances, family, and relationships. While as a student you

may not be able to control problems like an illness in the family or difficulty paying

tuition, all too often students compound these stressful situations with another source of

guilt, fear, and anxiety: procrastination. Furthermore, based on the study of Solving

Procrastination (2020), In some cases, you suffer from various hindering factors, such as

exhaustion, as well as demotivating factors, such as anxiety, which interfere with your

ability to get work done on time. When these negative factors outweigh your self-control
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and motivation, you end up procrastinating, until you reach a point where the balance

between them shifts in your favor, or until it’s too late.

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Table 4: The Respondents' Productivity Rate and Proper Handling of School Works

Verbal
Indicator Yes Sometimes No WM
Interpretation

No. of
19 15 1 2.51 Yes
Respondents

N = 35

As stated in Table 4, the indicator “Yes” obtained the highest frequency of

nineteen (19), while the indicator “No” got the lowest frequency of one (1), and the

indicator “Sometimes” attained a frequency of fifteen (15). With a weighted mean of two

point fifty-one (2.51), the researchers therefore conclude that the respondents can handle

their school works properly and can finish them right away. Based on an article made by

Meredith Cicerchia (2016), students may be motivated by their interest in a topic, their

prior success in a specific subject, a desire to please parents or teachers or simply by their

own drive to succeed.

Table 5: The Number of Respondents Who Have and Follow a Study Schedule
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Verbal
Indicator Yes Sometimes No WM
Interpretation

No. of
12 14 9 2.09 Sometimes
Respondents

N = 35

As pointed in Table 5, the indicator “Sometimes” obtained the highest frequency

of fourteen (14), while the indicator “No” got the lowest frequency of nine (9), and the

indicator “Yes” attained a frequency of twelve (12). With a weighted mean of two point

nine (2.09), the researchers therefore conclude that the respondents only have and follow

a study schedule sometimes. According to Mathews Phosa College (2018), having a

study plan as a learner is very important as it helps you maximize and prioritize the things

that are of urgency or importance, most students do not have an organized study plan and

if they happen to have one, they fail to follow the plan drawn.

Table 6: The Respondents’ Success Rate in Following Schedules

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Verbal
Indicator Yes Sometimes No WM
Interpretation

No. of
4 19 12 1.77 Sometimes
Respondents

N = 35

As shown in Table 6, the indicator “Sometimes” obtained the highest frequency

of nineteen (19), while the indicator “Yes” got the lowest frequency of four (4), and the

indicator “No” attained a frequency of twelve (12). With a weighted mean of one point

seventy-seven (1.77), the researchers therefore conclude that the respondents can

sometimes successfully follow their schedule and plans when they have one.

Table 7: The Respondents’ Reasons Behind Their Difficulty in Following Plans and

Schedules
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Indicator Frequency Percentage

Distraction 47 44.76%

Stress 26 37.14%

Behavior and demeanor 30 21.43%

towards the given task

Unrealistic goals 8 11.43%

Lack of resources 1 2.86%

Others 8 7.62%

As recorded in Table 7, the indicator “Distraction”, which is related to prioritizing

the wrong tasks and lack of focus, obtained the highest frequency of forty-seven (47) and

a percentage of forty-four point seventy-six (44.76%), while the indicator “Lack of

resources” got the lowest frequency of one (1) and a percentage of two point eighty-six

(2.86%). On the other hand, the indicator “Behavior and demeanor towards the given

task”, which correlates with the lack of self confidence, poor time management, lack of

inspiration and lack of immediacy or promptness, attained a frequency of thirty (30) and

a percentage of twenty-one point forty-three (21.43%). Lastly, the indicator “Stress”,

which is also related to anxiety, got a frequency of twenty-six (26) and a percentage of

thirty-seven point fourteen (37.14%), while the indicators “Unrealistic goals”, which is

also connected to unrealistic expectations, and “Others” which specified that the question

is not applicable to them, and that they do and do not have a study schedule, managed to
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obtain a frequency of eight (8). However, the indicator “Unrealistic goals” has a

percentage of eleven point forty-three (11.43%), while the indicator “Others” got a

percentage of seven point sixty-two (7.62%). All things considered, the researchers found

out that the majority of the respondents or 44.76% of them are having a hard time

following their schedules and plans because of distraction, while 2.86% of them stated

that they are experiencing a lack of resources. According to Nir and Far (2021), making

distraction a habit may draw an individual away from accomplishing their tasks at home,

school or work. It may also be a cause of external triggers like mobile phones, television,

laptops, etc., and internal triggers like psychological discomforts, boredom or negative

feelings. Empowering oneself to respond healthily to whatever distractions get in their

way can help them avoid any risk of being pulled away from temptations.

Table 8: The Distractions that the Respondents Encounter While Studying and

Doing Tasks

Indicator Frequency Percentage

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Games 27 38.57%

Movies 19 27.14%

Social media 48 45.71%

Environmental distractions 11 31.43%

due to the location of your

study area

Behavior and demeanor 42 40%

towards the given task

Others 2 2.86%

As stated in the table above, the indicator “Social media”, which is related to social

storytelling platforms, and talking and texting, obtained the highest frequency of forty-

eight (48) and a percentage of forty-five point seventy-one (45.71%), while the indicator

“Others” which specified that the respondents do not or rarely get distracted, got the

lowest frequency of two (2) and a percentage of two point eighty-six (2.86%). On the

other hand, the indicator “Behavior and demeanor towards the given task” which

correlates with daydreaming, off-topic browsing and sleepiness, attained a frequency of

forty-two (42) with a percentage of forty (40%), while the indicator “Games” which is

connected to video and mobile games, got a frequency of twenty-seven (27) and a

percentage of thirty-eight point fifty-seven (38.57%). Lastly, the indicator “Movies”

which is also related to TV shows, obtained a frequency of nineteen (19) and a

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percentage of twenty-seven point fourteen (27.14%), while the indicator “Environmental

distractions due to the location of your study area” got a frequency of eleven (11) with a

percentage of thirty-one point forty-three (31.43%). For a brief summary, the majority of

45.71% of the respondents are most easily distracted by social media, while 2.86% of the

respondents do not get distracted or they rarely get distracted. According to the literature

of The Digital Age (2017), Social Media use is definitely distracting young students; and

based on the study made by Middle Tennessee State University (2015), Young people are

finding it difficult to avoid the distractions rife on social media. Furthermore, based on

the literature of the American Physiological Society (2018), Social media distraction in

the classroom interferes with visual, but not auditory, learning in college students. This is

largely because students who focus on mobile devices during class are not likely to fully

acquire lecture information delivered visually.

Table 9: The Respondents’ Insights about the Effects of Procrastination and

Idleness to their Learning and Academic Performance

Indicators Frequency Percentage

Decreasing of academic 11 31.43%

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grades

Have a missing or late written 19 54.29%

work

Decreasing of recitation 11 31.43%

points due to lack of

knowledge

Low quality work compared 11 31.43%

from you works last year

Having difficulty in learning 19 54.29%

Struggling to catch up on the 14 40%

lesson

Others 2 5.71%

As pointed in Table 9, the indicators “Having a missing or late written work” and

“Having difficulty in learning” both obtained the highest frequency of nineteen (19) and a

percentage of fifty-four point twenty-nine (54.29%), while the indicator “Others” which

states that procrastinating doesn’t affect their grades, obtained the lowest frequency of

two (2) and a percentage of five point seventy-one (5.71%) On the other hand, the

indicators “Decreasing of academic grades”, ”Decreasing of recitation points due to lack

of knowledge” and “Low quality work compared from your works last year” all have the
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same frequency of eleven (11) with a percentage of thirty-one point forty-three (31.43%),

while the indicator “Struggling to catch up on the lesson” has a frequency of fourteen

(14) and a percentage of forty (40%). In short, the majority of 54.29% of the respondents

stated that procrastination and idleness affected their academic performance in terms of

having a missing or late written work, and it also made them experience difficulty in

learning. According to the literature of Adeniyi Adewale Ojo (2009), many students

prefer to postpone tasks and do pleasurable things which they can not benefit from. For

example, many students fail public examinations such WAEC, GCE and NECO yearly

because they like to postpone the time to read their books and lure to spend all their time

on social media. Additionally, based on the study of Irshad Hussain and Sarwat Sultan

(2010), Procrastination appears to make university students postpone their academic

work or delay submitting their assignments during the entire course of studies. Students

may become depressed and disturbed with low confidence level which largely affects

their learning and achievement. These issues need to be resolved appropriately for

maximum learning outcomes.

Table 10: The Frequency of the Respondents’ Missed and Late Tasks Due To

Procrastination

Verbal
Indicator Always Sometimes Never WM
Interpretation

No. of
1 26 8 1.08 Sometimes
Respondents
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N = 35

As shown in Table 10, the indicator “Sometimes” which is also equivalent to

rarely, obtained the highest frequency of twenty-six (26), while the indicator “Always”

which is similar to often, got the lowest frequency of one (1), and the indicator “Never”

attained a frequency of eight (8). With a weighted mean of one point eight (1.08), the

researchers therefore conclude that the respondents sometimes missed a task or submitted

it late due to procrastination, and according to the literature of Santelli et al. (2020), Late

assignment submissions are sometimes generalized as procrastination. While

procrastination might be seen as a harmless trait, one of its main results are late

assignments. The online learning environment can have a significant impact in a

student’s ability or desire to complete a task on time. There are challenges online students

face, in addition to the typical challenges students tend to encounter.

Table 11: The Respondents’ Opinions Whether Their Level of Academic

Performance, Activeness, and Cooperation in Online Class is the Same with Face-to-

Face Classes

Indicators Frequency Percentage

Yes 4 11.43%

No 31 88.57%

Total 35 100%
 32

As stated above in table 11, the indicator “No” has the highest frequency of thirty-

one (31) and a percentage of eighty-eight point fifty-seven (88.57%), while the Indicator

“Yes” got the lowest among the two indicators which got the frequency of four (4) and a

percentage of eleven point forty-three (11.43%). All things considered, the researchers

found out that the majority of 88.57% of the respondents claim that their academic

performance, activeness and cooperation in online class are not the same as before.

According to the literature of Darienn Pitt (2020), Online learning requires much more

discipline and self-motivation to stay on task. Students have to take time to study and

apply what they are learning without being in the setting of a classroom. Furthermore,

based on the study of Headspace (n.d.), In face to face class, you'll be able to concentrate

harder on your learning because there'll be less distraction than if you were at home. You

may feel more comfortable and learn more easily in a familiar, traditional classroom

situation.

On the other hand, the respondents who answered “Yes” reasoned out that their

activeness, cooperation, and academic performance are still the same as before this online

learning was implemented for they are trying their best to cope with this learning and

they even managed to perform better in school. While the respondents who oppose their

idea explained that they encounter difficulties each day such as the difficulty in learning

and gaining knowledge in the new learning environment compared to before, there is also

a lack of concentration involved, and the workloads assigned to them are quite heavy,

unlike the manageable tasks assigned to them in the actual classroom. Furthermore, the
 33

respondents also feel pressured which also plays a part in why they miss their tasks, and

they are also experiencing loss of interest which is one of the roots of their struggles in

the online class. Along with the pressure that they feel, the students also lack the desire to

put much effort into doing their tasks and they are also experiencing a lack of enthusiasm

in being active in online class which leads to a lack of motivation. For online learning to

be effective, having access to a stable internet connection is crucial, but it serves as one

of the major problems of students for they are not able to join their classes due to poor

internet connection. All things considered, the answers of the respondents came to a close

that online learning is harder than face-to-face learning, not only because of the lack of

suitable gadgets and equipment that they are experiencing but also because online

learning cannot offer what face-to-face learning can. Face-to-face classes offer a support

system like physical interaction with their friends and the people that surround them

which serves as their motivation to continue learning, and based on the study of Sandra

Okita (2020), Social interaction plays an important role in learning. Interacting with other

people has proven to be quite effective in assisting the learner to organize their thoughts,

reflect on their understanding, and find gaps in their reasoning.

 34

Chapter 4

Conclusion and Recommendations

Conclusion

On the basis of the findings of this study, the researchers arrived at the conclusion

that the students experience idleness and procrastination in the online class due to the

factors such as high levels of stress, anxiety, pressure, exhaustion, fear of failure, and

lack of motivation. The students have also been experiencing a lack of emotional support,

lack of interest and understanding of the given task, as well as the lack of proper

materials and functional gadgets. These factors are the reasons that caused them to
 35

procrastinate and be unproductive in the online class. On the other hand, the factors that

caused them to be distracted and get sidetracked are playing games, watching movies,

scrolling through social media, and environmental distractions due to the location of their

study area.

The frequent procrastination and idleness of the students have greatly affected

their performance in the online class in terms of having a missing or late written work,

and it also made them experience difficulty in learning. In fact, based on the gathered

data, the students have been submitting their tasks late and having a missing task only

sometimes, but not never. Other than that, their recitation points also plummeted due to

lack of knowledge and they are struggling to catch up on the lessons as well. The quality

of their works has also lowered and became poor compared to their works last year, and

these phenomena have also taken a toll on their academic grades, and it continues to

affect them until now.

As most of the students are accustomed to learning in face-to-face classes, it is

normal for them to experience difficulty in adjusting to the new academic setup because

online learning requires much more discipline and self-motivation to stay focused on

doing their tasks. The implementation of online classes has brought a major impact to the

students academic performance, activeness, and cooperation in class, not only because of

the existence of technical and internet difficulties that they often experience, but also

because the students are losing their interest, motivation, and drive to make an effort in

doing school works and participate in class. Other than that, their lack of access to

suitable and functional devices also plays a part in why they are struggling to perform

well in class, and some students may even encounter problems and difficulties due to the
 36

pandemic itself which can also affect their well-being and ruin their motivation and

productivity.

Recommendations

Relevant to the findings and significance of the study, the following

recommendations are advisable:

The students are the main subject in this study and with that, they mainly

experience heavy procrastination and idleness in this current online learning set-up. To

take action to the concern, it is recommended that students should learn to properly

organize their schoolwork and manage their time wisely through the use of detailed

schedules which will help lessen the chance of procrastination and idleness, and leave

them enough time to rest. Creating a setting for goals can boost the students’ productivity
 37

and that will help them continue doing their important tasks and avoid making late works.

Along with that, minimizing the distractions around them can also help them focus more

on their tasks and be productive, and it also allows them to finish more tasks unlike

before.

The school should conduct a webinar regarding the students' procrastination and

idleness in the online class in order to raise awareness about this alarming phenomenon

and to also provide the students with factual information that can serve as their guide to

avoid procrastinating. The school should collaborate not only with the teachers, school

administrators, and guidance counselors but also with professionals such as psychologists

because they can offer beneficial advice to the students which can help them to a great

extent. The awareness regarding the factors and effects of the students’ procrastination

and idleness can help the teachers guide the students who are currently struggling through

these behaviors, which can be beneficial for both sides. It can also be beneficial in terms

of giving grades and managing the students during online classes.

Because the parents and guardians are responsible for their children’s behavior, it

is advisable that they should always ask their childrean about their day, productivity and

progress, and to also learn more about their children’s self-perception, the pressures that

have been put on them, and the truth of the situation. It would be easier for parents to

establish effective parenting responses if they understand how their children are actually

viewing the situation. Parents should let their children know their opinions and

expectations since children tend to exaggerate parental expectations. They also need to

make sure that they are consistent and rational about what they expect from their

children, and their expectations should be realistic and attainable because children can
 38

only do so much. Stating their expectations and objectives in a simple and direct manner

also helps, but with proper guidance, it would be much better.

On the other hand, future researchers could increase the number of their sample

size more closely to the population in order to gather more information and help the study

have more accurate mean values, identify outliers and provide a smaller chance of an

error. This allows the researchers to decrease the uncertainty of the results or findings of

the study and to compensate for future failures as well.

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