Procrastination and Academic Performance of Across

Programs at Mindoro State University,

Calapan City Campus

A Research Paper

Presented to the Faculty of Teacher Education

Mindoro State University

Calapan City Campus

Masipit, Calapan City, Oriental Mindoro

In Partial Fulfillment of the

Requirement for the Subject

EDUCATIONAL RESEARCH 1

BACHELOR OF SECONDARY EDUCATION

Major in English

By

Jeneva B. Abanzado

Denver Dale B. Bautista

Arnel V. Manalo Jr.

 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Procrastination shows a human tendency to focus on the present, or the

urge to meet immediate demands while worrying about the future when it arrives.

It is putting off a certain duty, as well as any unpleasant sensations it evokes,

such as tension, boredom, or self-doubt. Procrastination is commonly observed

in schools, particularly among students. Overestimating how much time they

have left to finish chores and how motivated they will be in the future while at

school is a common occurrence among students. Aside from that, they misjudge

how long activities would take and expect that their mood will change and that

they will be in the correct frame of mind to finish a project later. Dautov (2020)

defined laziness and procrastination as factors that influence human behavior.

Students’ lethargy and procrastination were found to be caused by a lack of

capability and a lack of desire. Procrastination is very widespread among college

students, and it has a negative impact on their lives and studies. As a result, it’s

critical to find an effective, comprehensive, and systematic solution to the current

procrastination problem (Diao and Young, 2019).

Academic procrastination as a common occurrence with a variety of

negative consequences (Goroshit 2018). Furthermore, according to Özberk &

KURTA (2021) academic procrastination mostly refers to postponing academic

tasks such as submitting assignments and term papers or cramming for tests.
 In the Philippines, one of the issues that students face at this time is not

only distance learning, but also internal procrastination. Social media, family, and

peer pressure or friends are the top three causes of academic procrastination.

Furthermore, students postpone owing to a lack of desire and the need to

prioritize other tasks (Estrito and Victor, 2019).

This research focused on the Procrastination and Academic Performance

of all offered programs or colleges in Mindoro State University to have a better

view on how procrastination affects the academic performance in every program

or colleges. This study also aims to determine the student’s procrastination and

academic performance.

The mentioned dilemma above cannot be easily seen, but it can be

observed by the students within themselves. Many students used to blame many

tasks without even looking at themselves. Though there is certain research that

shows how procrastination affects the academic performance of students, it is

still beneficial to have a concrete explanation and solution with regards to this.

Because of this existing condition, the researcher conducted a study that focused

on the procrastination and academic performance of all programs offered at

Mindoro State University, Calapan City Campus.

Statement of the Problem

The study is directed towards its main objective determining the procrastination

and academic performance of all programs offered at Mindoro State University,

Calapan City Campus.

Specifically, it sought to answer based on the researchable questions:

1. To what extent does the following indicators of procrastination manifest to

all programs offered at Mindoro State University, Calapan City Campus in

terms of:

1.1 Task Averseness

1.2 Task Delay

1.3 Distractibility

2. What is the level of academic performance of all programs at Mindoro

State University, Calapan City Campus in terms of:

2.1 Reliability;

2.2 Decision Making,

2.3 Compliance; and

2.4 Subject Acquaintance

3. Is there a significant relationship between the procrastination and the level

of academic performance of all programs at Mindoro State University,

Calapan City Campus?

Statement of Hypothesis

1. There is a significance relationship between the procrastination and

academic performance of the students.

2. There is no significance relationship between the procrastination and

academic performance of the students.

Scope, Delimitation, Limitation

The study will focus on the influences of the procrastination to the

academic performance of the students. The research study has its primary

subjects and it will cover all programs and colleges at Mindoro State University

Calapan City Campus. The total population who enrolled in Mindoro State

University, Calapan City Campus is 5,038 students. However, this study will be

limited only to 357 respondents. However, each program or colleges has their

own number of respondents. For AB English, there are 23 respondents. For AB

Psychology, there are 35 respondents. For BS Criminology, there are 30

respondents. For BSEd, there are 66 respondents. For BSIT, there are 50

respondents. For BSTM, there are 47 respondents. For BTVTEd, there are 42

students. The formula that the researchers will use to get the possible

respondents in this research study will be the Raosoft sample size calculator that

calculate the sample size given the size of population, with a confidence level of

95% and a margin of error which is 5%. The formula that the researchers will use

to get the specific respondents per program in this research study will be Sample

Size x Strata Size / Population Size. More so, each indicator in the Dependent

Variable will consist of 10 questions and it would measure the level of academic
performance of all programs and colleges offered at Mindoro State University,

Calapan City Campus.

The research study will not cover the other factors that influences the level

of academic performance of the students. However, the researchers will only

determine the level of academic performance of the students through the

concluded indicators instead. The researchers will be limited to provide an

information that are unrelated and unnecessary to the study that will set an

ambiguous gap to the alignment of the Title Research.

Significance of the Study

The researchers believe that this study will not only yield data that will be helpful

to them, more so to the following groups of people:

The Students - the findings of this study could give them some insight into how

procrastination affects their academic performance, how to avoid procrastinating,

and how the study can help students who participate in procrastination by

responsibly completing a task on time through time management and self-

discipline.

The Teachers - it could help them gain a better knowledge of the students' needs,

which could lead to more effective teaching methods that reduce students'

procrastination.

The School - this study could serve as a foundation for understanding students'

experiences in order to identify solutions to procrastination or cramming in order

to establish a positive relationship between the school and students.

Future Researchers - provides an opportunity to cultivate the mind and gain a

more thorough understanding of procrastination, and this could give them with

basic knowledge when conducting similar research.

Theoretical Framework

This study is supported by the theory of Temporal Motivation Theory on

the procrastination and academic performance. Steel and Konig (2006) focus on

the impact of deadlines on the allocation of attention to specific tasks and

emphasizes time as a major motivating factor. According to Temporal Motivation

Theory (TMT), the perceived usefulness or benefit of an action increases

exponentially as the deadline for completion approaches. Task aversion, task

delay, self-efficacy, and impulsivity, as well as conscientiousness and its

components of self-control, distractibility, organization, and achievement drive,

were all strong and consistent predictors of procrastination (Steel, 2007).

Procrastination doesn’t seem to be going away anytime soon. Procrastination

and lack of self-control issues appear to be becoming more prevalent (Steel,

2002). Furthermore, this study has a correlation to the Classical Learning theory

explaining that behaviors usually occur automatically through the provision of

reinforcement or lack of punishment (Ainslie, 1975). According to this theory,

procrastination can be manipulated by those procrastinators who demonstrate

high capability of doing procrastination to remember the incidents following the

success when facing a deadline until the final seconds. Cognitive Theory also

supported this study as it provides information that are significant and could be a

demonstrative to this study. Three things that was proposed as causes of

procrastination; irrational beliefs, vulnerable self-esteem and the inability to take

decisions (Ferrari, Johnson, and McCown, 1995). These three things were been

separated, however, this theory made justify that the three concepts had been

intertwined to each other. Procrastination is an emotional disorder that was

rooted in irrational thinking (Ellis and Knaus in 1997).

These theories are being relevant to this study as it provides insights and

information that really demonstrate the procrastination. These theories tried to

explain further on how learners could select a process in making decisions.

Procrastination is being constructed and guided by those three existing theories

which are Temporal Motivation Theory, Classical Learning Theory and Cognitive

Theory.

Conceptual Framework

In this section, this will show the conceptual paradigm to present the figure of the

study.

IV DV

PROCRASTINATION ACADEMIC PERFORMANCE

 Task Avereness  Reliability
 Task Delay  Decision Making
 Distractibilty  Compliance
 Subject Acquiantance

Thesis Statement
Figure 1: The relationship between the Procrastination in terms of Task

Averseness, Task Delay and Distractibility and Academic Performance in terms

of Reliability, Decision Making, Compliance and Subject Acquaintance.

On the figure above, the first box contains the independent variables

which is the Procrastination with an indicators of task Averseness, Task Delay,

and Distractibility. On the other hand, the second box restrain the dependent

variable which is the Academic Performance including its indicators such as

Reliability, Decision Making, Compliance, and Subject Acquaintance. The arrow

indicated between the two boxes explain the relationship between the

Procrastination and Academic Performance.

Definition of Terms

The following terms are further defined either operationally or conceptually.

Procrastination

 It is thinking associated to the emotional intelligence, a person’s capability

to understand, feel, administer and guide his/her own or other emotions

(Senical, Koestner, and Vallerand 607-619). It means the delay and

postponement of any tasks or responsibility in any given assignment.

Academic Performance

 It is the end result of the efforts exerted by the students. it represents

outcomes that indicate the extent to which a person has accomplished

specific goals. (coursehero.com)

Temporal Motivation Theory

 Posits that procrastination is a prototypical motivation problem (Steel and

Konig 2006); it is a manifestation of low motivation.

Classsical Learning Theory

 It is a form of learning whereby a conditioned stimulus becomes

associated with ann unrelated unconditioned stimulus in order to produce

a behavioral response known as a conditioned response.

(courses.lumenlearning.com)

Task Averseness

 Is caused by a task’s qualities whuch make us to feel any level of physical

or emotional discomfort when we do this work. (taskmanagement.com)

Task Delay

 May result in postponing this task until the assigned resource has time to

continue working on it, or reassignment of this task to another performer,

or even the task cancelation. (taskmanagementguide.com)

Distractibility

 Refers to inability, or difficulty, in maintaining attention and resisting

interfering stimuli. (link.springer.com)

Reliability

 Refers to the consistency of a measure. (opentextbc.ca)

  The quality of being able to be trusted or believed because of working or

behaving well. (dictionary.cambridge.org)

Compliance

 It is what you do when a person try to fit standards set down by someone

else. (vocabulary.com)

 It is when an individual changes his/her behavior in response to an explicit

or implicit request made by another person. (oxfordbibliographies.com)

Subject Acquaintance

 According to Bertrand Russel occurs when the subject has an immediate

or unmediated awareness of some propositional truth. (iep.utm.edu)

Decision Making

 It is the act of choosing between tow or more courses action.

(skillsyouneed.com)

 Is the process of making choices by identifying a decision, gathering

information, and assessing alternative resolutions. (umassd.edu)

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the associated literature and studies of Procrastination and

Academic Performance of Students in order to thoroughly comprehend the

existing research.

Foreign Literature

Pestana, Codina & Valenzuela (2019) look at procrastination, a time

management issue that has a detrimental impact on people’s autonomy, in

connection to leisure as a domain of daily life. In this sense, there are instances

where a higher frequency of leisure activities suc as hobbies and computing,

social life and entertainment appears to contain–control, inhibit–procrastination

specifically, its component of indecision.

Procrastination, according to Wang, Gao, Liu, and Fan (2021), is the

epitome of self-regulatory failure. His findings imply that students’ procrastination

may be reduced by using relative self-leadership tactics.

Zacks, & Hen (2018) reviewed the current literature on the causes and

consequences of academic procrastination, as well as the small number of

studies on academic therapies for academic procrastination. They support the

idea that academic procrastination might be viewed as a failure to learn self-

control from a situational perspective.

 Visser, Korthagen and Schoonenboom (2018) compared high, normal,

and low levels of academic procrastination among students. By looking at it, it is

clear that students differ in their levels of procrastination, which influences their

learning.

The role of self-regulated learning strategies in predicting procrastination

among university students was investigated by Limone, Sinatra, Ceglie, and

Monacis (2020). They discovered that students' academic achievement is

influenced by temporal and metacognitive elements, and that due to poor time

management skills and metacognitive techniques, males procrastinate more than

females.

As all people know, education is not all about the improvement of

student’s cognitive and holistic skills but also it helps develop the community and

the country. Kapur (2018) investigates the elements that influence students’

academic success in India’s secondary schools. Class participation, class

assignments, home-work assignments, tests, examinations, and participation in

competitions are all factors that influence students’ academic achievement. It is

critical for students to be committed and sincere in their studies, for home

environments to be quiet and pleasant, and for teachers to be approachable and

apply teaching-learning processes and instructional methodologies in a positive

manner (Kapur, 2018).

The impact of academic assignment submission time on grades achieved

before, on, and after the assignment submission deadline is investigated by

Jones and Blankenship (2021). The higher the grade, the earlier the tasks are

completed.

Xu, Marjia, Ahluwalia, Zada, Tavakolizaeh, and Dao, (2021) identify viable

virtual therapies for young adults who struggle with academic procrastination to

help them control their procrastination. Personal emotions and a conceptual

image of one's future self are both influenced by this intervention. Personal

feeling appears to have a detrimental effect on procrastination, whereas viewing

one's future self appears to have a positive effect.

Students’ academic performance is influenced by elements such as

smartphone and social media addiction, according to Giunchiglia, Zeni, Gobbi,

Bignotti, and Bison (2018). The findings demonstrate the negative impact of

social media usage, identifying different social media influence patterns on

academic activities, and emphasizing the need to regulate smartphone usage in

academic settings.

Local Literature

Asio (2020) looked into the link between academic procrastination and

academic performance among freshmen at a teacher education institution.

Academic procrastination, general education subjects, and professional

education subjects are all obtained. Procrastination is one of the existent

behaviors that anyone can have, with or without their understanding, and has

become a serious problem for everyone, especially students (Tiboron, Decano

and Buladao). Because of that, teachers were expected to provide incentive to

their students in order to eliminate procrastination as a result of this.

Bisin and Hyndman (2020) study procrastination involving students who

must put in a lot of effort to complete specific tasks by a certain deadline are said

to be delaying in their studies. Students are prone to procrastination in single

task treatments, but they show higher self-control in repeated task treatments.

Students may not establish deadlines optimally due to several behavioral

components of their expectation-building mechanisms, and deadlines may hurt

them.

The demographic profile and degree of procrastination among selected

personnel from a higher education institution in Central Luzon, Philippines, were

analyzed by Asio and Riego de Dios (2021). Procrastination is a disease that

affects a person’s attitude and behavior at work. The organization, as well as its

constituents, will suffer as a result of this. The findings show that procrastination

and civil status have an indirect relationship. Furthermore, regression research

revealed that procrastination is significantly influenced by age and civil status.

Fuertes, Jose, Nem, Rubio, and De Guzman (2020) build a model that

looks at how information overload and academic procrastination affect

information avoidance behavior among Filipino undergraduate thesis writers. The

data was analyzed using descriptive and inferential statistics, which revealed that

students who have a positive attitude toward reading are more likely to use

superior reading strategies and are less likely to engage in knowledge

avoidance. On the other hand, the lower the information avoidance, the more
reading strategies are engaged. Furthermore, procrastination has a lower impact

on the association between reading methods and information avoidance, and

procrastination and excessive information acquisition has a lower impact on the

relationship between reading attitudes and information avoidance.

Academic performance is an important component of the constellation of

elements that determine student success. It also plays an important part in

education, primarily as a tangible instrument for evaluating a student’s learning

process (Tus, 2020). He also looked into the impact of their study attitudes and

habits on their academic performance.

Foreign Study

Asadzadeh, (2018) prove that cognitive style can predict academic

procrastination, and academic procrastination can predict academic

performance. Academic procrastination is influenced by cognitive style, and

academic procrastination has an impact on students' academic achievement.

Agnihotri, Baker and Stalzer (2020) measures the impact of

procrastination into the learning outcomes of students depending on their

behavior. Using the Procrastination Index, it represents the learner level of

procrastinating when the complete assignments. In comparison to other students

in the same assignment since different assignments may need different amounts

of time. As the result, Procrastination Index is simple and reliable that generalizes

across multiple academic disciplines, accounts for the unique characteristics of

individual assignments, is a strong predictor of academic performance, and

provides an early warning system that allows educators to design appropriate

interventions for at-risk students.

Bashir & Gupta (2018) investigate the link between academic

procrastination and university students’ academic achievement. Academic

procrastination aspects such as time management, task aversion, honesty, and

personal initiative were found to be negatively associated to students’ academic

achievement. The findings show that those with a higher level of academic

procrastination perform worse academically.

Academic procrastination is a widespread behavior among students, and it

is associated with poor academic achievement (Zawacki-Richter, 2021).

Academic performance was better for low procrastinators than for high

procrastinators, and academic procrastination inclinations predicted academic

performance significantly. Academic procrastination is a key predictor of online

students' academic success.

Goroshit (2018) investigates the link between academic procrastination,

online course participation, and achievement as a foundation for building an

academic procrastination intervention. Studying procrastination was found to be

negatively connected with both the final exam grade and the three online course

participation indicators. Two of the online course participation indicators were

favorably connected with the final exam grade, and they were also positively

correlated. These findings support the idea that procrastination is a barrier to

students’ academic performance and outcomes, and they emphasize the

importance of developing and testing academic interventions for academic

procrastination as a way to reduce its prevalence in terms of academic.

In the subject of procrastination and academic performance, Setayeshi

Azhari (2019) investigated the combined research effect size. The findings of this

meta-analysis, which include theoretical and empirical foundations, point to a link

between procrastination and academic performance indicators. Based on the

findings of this meta-analysis, it can be stated that addressing the problem of

procrastination among university and school students is critical for academic

success.

The mediating effects of active and passive procrastination on the

connection between academic stress and academic performance were explored

by Qian and Fuqiang (2018). This demonstrates that academic procrastination

mediates the impact of academic stress on academic achievement. Individuals

can perform better if they can recognize academic stress and actively

procrastinate, however passive procrastination can result in bad performance.

When a person is conscious of their academic stress, they must believe in their

own abilities and take proactive steps to achieve positive results.

Despite the fact that you are aware of the negative consequences, Jones

and Blankenship (2019) defines procrastination as the deliberate delaying of a

desired action. Study habits, assignment completion, positive reinforcement, and

prizes are all examples of interventions that may be used to regulate or reduce

procrastination.
 Students' performance in computer-supported learning environments has

been reported to be harmed by academic procrastination (Akram, Fu, Li, Javed,

Lin, Jiang and Tang, 2019). Pupils with stronger procrastination tendencies

achieve less than students with lesser procrastination tendencies, according to

studies.

However, there are certain study that balance the perspective that

procrastination has a negative effect to the academic achievement of the

students. Chauhan, Macdou, Buckley, Howe, Crisostomo and Zeni (2020)

proposes that those who purposefully engage in procrastination may have

specific performance benefits that non-procrastinators do not. They advocate for

a comprehensive view of procrastination that avoids value judgment and

advocates for the stigma associated with the habit to be reconsidered.

Local Study

Mandap (2016) looked on the differences in procrastination behaviors

among students based on gender, academic courses, performance level, and

academic self-efficacy level. Male students are more likely to postpone than

female students, according to the findings. Procrastination ratings were

considerably greater among students with low perceived academic self-efficacy

than in students with strong self-efficacy.

Alih and Alvarez (2021) gathered data and information about

procrastination and how it influenced students in the academic realm, finding that

procrastination has become a prevalent practice among many students, reducing

their learning productivity. They discovered that procrastination had an impact on

students’ academic performance using a Likert Scale Questionnaire. When they

are under pressure to complete assignments, they are unable to think clearly,

and if they are unable to ponder in the manner required, their grades may suffer.

Procrastination occurs when pupils are anxious and their motivation is low,

causing them to lose time management.

Nartea, Gabriel, Samala, and Javier (2020) investigate the factors that

influence procrastination in a group of Filipino millennials and their academic

performance as Office Administration students in the National Capital Region

(National Capital Region). The criteria to be evaluated in the study are locus of

control and parenting style. The more kids postpone, the worse their academic

performance will get. It is suggested that students learn to balance school and

leisure time while remaining focused on their objectives.

Asio (2020) investigated the association between academic

procrastination and academic performance because it was one of the unorthodox

study methods employed by students. According to the findings, pupils

procrastinate in their studies. Professional education subjects perform well

academically. The minor subjects received the lowest rating score, while the main

subjects received the highest. Statistically significant disparities were found in the

respondents’ program, scholarship level, and religion. Furthermore, the study

discovered that academic procrastination, general education courses, and

professional education subjects have a weak indirect link.

Synthesis
 The existing study focuses on the procrastination and academic

performance to college students. This is a plethora of international and local

related literature studies that show a clear relationship. This chapter present

foreign and local literature as well as various studies locally and internationally. In

the 21st century, we should value our time as it is our most precious commodity.

However, there’s a lot of trouble when procrastination has always been part of

every action. Academic achievement encompasses the use of critical thinking or

intellectual domain to achieve a specific goal. In a perspective of Tus (2020)

academic performance is an important component of the constellation of

elements that determine student success. However, academic procrastination is

a widespread behavior among students, and it is associated with poor academic

achievement (Zawacki-Richter, 2021). Despite the fact that students are aware of

the negative consequences, Jones and Blankenship (2019) defines

procrastination as the deliberate delaying of a desired action. Different factors

have been influence procrastination that affects academic performance of the

students

There are studies on how procrastination affects the academic

performance as well as the supposed indicated factors that influence the

student’s academic performance. Aside from that, there are also certain studies

which creates the same views but some of them contradict the ideas of others

based on the findings they got from the studies.

 CHAPTER III

RESEARCH METHODOLOGY/MATERIALS AND METHODS

This chapter primarily focuses on the researchers' research methodology,

materials, and methods used to accurately address the specific problem or

investigation presented in the research. This chapter discussed research design,

research locale, study respondents, sampling technique, research instrument,

scaling and quantification, instrument validation, instrument reliability, data

gathering procedure, and statistical treatment of data.

Research Design

The research design that will be utilized in this study is the Descriptive-

Correlational Design. The purpose of descriptive-correlational quantitative

research design is to accurately and methodically explain the variables and the

interactions that normally occur between and among them. In descriptive design,

studies are used to describe individuals, events, and conditions, as well as to

look at the population and find problems while describing the samples or

variables provided. This puts greater emphasis on the "what" of the research

topic rather than the "why." To put it another way, descriptive research focuses on

identifying the nature of a demographic segment rather than "why" an event

occurs (Bhat,2019). The procrastination with task averseness, task delay and
distractibility as indicators and academic performance of all programs and

colleges offered at Mindoro State University are described in the study.

In correlational design, researchers intended to examine and measure two

variables to determine their relationship, rather than determining its cause and

effect. The researchers will not manipulate or intervene to test the strength of a

relationship between two variables that can be positive or negative. In this study,

the researchers will examine how may procrastination influences all programs

and colleges offered at Mindoro State University and their academic

performance.

Research Locale

This research will take place at Mindoro State University Calapan City

Campus, focusing on all programs and colleges offered in the campus. The

institution offers a variety of programs such as junior high, senior high, and

college levels. It emphasizes the school's core values, which is “RICE”

(Responsibility, Involvement, Commitment, and Excellence). Since the

respondents are students at this university, the researchers chose this place

because it is familiar and comfortable to them, and they believe it is appropriate

for their studies.

Respondents of the Study

Students enrolled in different programs and colleges at Mindoro State

University, Calapan City Campus will be chosen by the researchers. There are

eight programs or colleges that are offered in Mindoro State University, Calapan
City Campus. Three hundred thirty (330) students from AB English. Four

hundred ninety-two (492) students from AB Psychology. Four hundred twenty-

three (423) students from the BS Criminology. Nine hundred thirty-seven (937)

students from the BSEd. Nine hundred seven (907) students from the BSHM.

Seven hundred one (701) students from the BSIT. Six hundred sixty-five (665)

students from BSTM. Five hundred eighty-five (585) students from the BTVTEd.

Five thousand thirty-eight (5,038) students are enrolled in Mindoro State

University, Calapan City Campus. These students were chosen as respondents

by the researchers because they are all relevant to the topic at hand.

The number of samples from the population will be determined using

Raosoft sample size calculator. There are 5,038 students in total, and a

confidence level of 95% with a 5% margin of error. Using the Raosoft sample

size calculator, the number of samples to be selected is 357 students.

However, each program or colleges has their own number of respondents.

For AB English, there are 23 respondents. For AB Psychology, there are 35

respondents. For BS Criminology, there are 30 respondents. For BSEd, there are

66 respondents. For BSIT, there are 50 respondents. For BSTM, there are 47

respondents. For BTVTEd, there are 42 students. The formula that the

researchers will use to get the specific respondents per program in this research

study will be Sample Size x Strata Size / Population Size.

Sampling Techniques
 The researchers will employ simple random sampling as a sampling

technique. Simple random sampling ensures that every member of the

population has the same chance of being included as the respondents. When

using simple random sampling, the researchers will get the list of the members in

the population of interest and each person will have an equal chance of being the

respondent. The sample size was determined employing the Raosoft sample size

calculator. The formula that the researchers will use to get the specific

respondents per program in this research study will be Sample Size x Strata Size

/ Population Size.

Research Instrument

The researchers will use an Online Survey to collect data from a specified

group of respondents via a sequence of questions and answers. The primary

data collection method is a self-made questionnaire. It aids in gathering

information from respondents based on their personal experiences, opinions and

perceptions about the topic of interest while using a structured questionnaire

approach. As we are in the midst of a new normal, the researchers will administer

a self-made questionnaire using Google Forms.

Three sections will be included in the self-made questionnaire. Personal

information of respondents in terms of name, age, gender, program, year level,

and section that can be used for their profile will be collected in the initial part of

the survey. The second half will consist of ten (10) questions for each of the three

(3) indicators for procrastination, namely task averseness, task delay, and

distractibility. The final section will consist of ten (10) questions divided into four
(4) indicators to determine the level of academic performance, including

reliability, decision making, compliance, and subject acquaintance.

Table 1: The personal information of the respondents. according to;

PART I: PERSONAL INFORMATION

Name (optional)
Age
Gender
Program
Year Level
Section

Table 2: The factors influencing the procrastination of the student-respondents.

PART 2: INDICATORS FOR PROCRASTINATION

A. Task

Averseness Always Often Sometime Rarely Never

s
1. I choose to

postpone the

activities that I

don’t want to

accomplish
2. I am focus on

doing recreational

activities than

doing activities
3. I am searching

for any possible

excuse for not

 doing the

activities
4. I am doing the

activity which only

I prefer to finish

within a day
5. I find myself

bored when doing

an academic

tasks
6. I am discouraged

to finish a given

task
7. I find myself

miserable when

doing academic

tasks
8. Doing the

academic tasks

which I do not like

makes me feel

burned out
9. I allow myself to

be distracted

when finising an

academic tasks
10. I put things off
 until the last

minute of

submission of the

tasks

PART 2: INDICATORS FOR PROCRASTINATION

A. Task

Delay Always Often Sometime Rarely Never

s
11. Even when my

activities or

classwork are

necessary, I

unknowingly put

them off.
12. When I have a

deadline, I put

things off until

the last possible

moment.
13. I question myself

with each activity.

"Is this the best

use of my time

right now?"
14. I have my own
 time to do the

things that need

to be done.
15. In doing such

things, I am an

incurable time

waster.
16. When something

is too difficult to

comprehend and

answer to, I

believe in

postponing it.
17. Even though I

know how

important it is to

get started, I get

stuck in neutral.
18. I have a habit of

putting things off

till tomorrow.
19. When it comes to

activities or

classwork, I set

my own

deadlines.
 20. I invest enough

time to other

trivial concerns

rather than

academic

matters.

PART 2: INDICATORS FOR PROCRASTINATION

Distractibility

Always Often Sometime Rarely Never

s
21. I am interrupted

to begin the

activities.
22. I set aside tasks

for a while

because I can’t

focus solely on

them.
23. I wish there was

a simple way for

me to get

moving.
24. It’s typically my

fault when I’m

having problems
 with a task.
25. It doesn’t matter

how much I

despise myself if

I don’t get

started.
26. There are certain

things that steal

my attention

when doing a

task.
27. I can’t control my

temptations to do

other things than

the given

activities.
28. I see the tasks as

a tiring

responsibility to

accomplish.
29. It was very easy

for me to let other

elements of my

life take priority

over my studies.
30. I found myself
 behind at the end

of the week if I

didn’t set aside

time to focus

entirely on the

schoolwork I

needed to do.

Table 3: The academic performance of the student-respondents.

PART 3: INDICATORS FOR ACADEMIC PERFORMANCE

A. Reliability

Strongly Agree Disagree Strongly

Agree Disagree
1. I am focusing on

doing the given

tasks or

activities.
2. I do my best to

create an

effective output.
3. I can easily

collaborate with

my classmates

when there is a

group activity.
4. I can confidently
 recite during the

discussion.
5. Every meeting, I

prepare my

mind and self for

the discussion.
6. Even though

there is a

surprise quiz, I

can easily

answer the

questions.
7. I engage myself

in a productive

way of learning.
8. I got a good

score on the

quiz and

activities.
9. I am able to

participate in the

class

discussion.
10. I can make a

broad

explanation of
 the topic.

PART 3: INDICATORS FOR ACADEMIC PERFORMANCE

B. Decision

Making Strongly Agree Disagree Strongly

Agree Disagree
11. I like to make

decisions quickly

and instinctively.
12. I can clearly

define the nature

of the decision

that I am going

to make.
13. Before I make a

decision, I

gather some

applicable

information from

the book or even

online.
14. I provide

alternatives for

the unexpected

actions that

might happen
 with regard to

my decision
15. The majority of

my decisions

take a long time

for me to have a

positive

outcome.
16. When it comes

to making

decisions, I tend

to favor my

first option over

the other.
17. I rarely act on

impulse

decisions.
18. When reading

information

online, it affects

my decision.
19. I consider the

possible

consequences

and results of

the decision I am
 going to make.
20. I do not regret

my decision and

it create great

impact in myself.

PART 3: INDICATORS FOR ACADEMIC PERFORMANCE

C. Compliance

Strongly Agree Disagree Strongly

Agree Disagree
21. I am passing my

outputs on or

before the given

time.
22. Before I settle

back and relax, I

normally take

care of

everything that

has to be done.
23. In most cases, I

complete all of

the tasks I set

out to perform in

a given day.
24. When I'm

completing the
 activities, I'm not

distracted.
25. I am determined

to do the

activities on time.
26. I am paying

attention to the

given deadline.
27. I am not

procrastinating.
28. I like to get

everything on my

to-do list done.

29. I have plan

ahead in order to

devote

necessary time

to my online

studies.
30. I work

strategically to

prioritize task to

help me achieve

my learning

goals.

PART 3: INDICATORS FOR ACADEMIC PERFORMANCE

 D. Subject

Acquaintance Strongly Agree Disagree Strongly

Agree Disagree
31. I am prepared to

tackle any

challenging

aspects of the

work in the

subject course.
32. I participate in the

subject course

discussion forums

in order to get the

most out of the

course
33. While engaging in

the subject

course, I reflect

on my study in

each module
34. I am proactive in

engaging and

reviewing

progress in the

subject course.
35. I easily
 comprehend the

content and

information in the

module.
36. I can get a high

score or even

perfect score in

the pre-

assessment test.
37. I can answer the

complex

questions

comprehensively.
38. I can give my own

thoughts and

ideas to explain

further the

discussion.
39. After the

discussion, I am

asking myself

clear the lesson

that I didn’t know.

40. I prepare my

study by reading

the suggested
 background

learning materials

beforehand.

Scaling and Quantification

The researchers will use a five-point scale for procrastination and a four-

point scale for the level of academic performance to quantify all of the data

gathered from the respondents, as follows:

Table 1: The procrastination of the student-respondents will be described using

the range and scale below.

RANGE SCALE DESCRIPTION

4.20 – 5.0 5 Always
3.40 – 4.19 4 Often
2.60 – 3.39 3 Sometimes
1.80 – 2.59 2 Rarely
1.00 – 1.79 1 Never

Table 2: The level of academic performance will be described using the scale

below.

RANGE SCALE DESCRIPTION INTERPRETATION

3.50 – 4.00 4 Strongly Agree Highly Influencing
2.50 – 3.49 3 Agree Very Influencing
1.50 – 2.49 2 Disagree Less Influencing
1.00 – 1.49 1 Strongly Disagree Not Influencing

Validation of the Instrument

 The instrument chosen by the researchers will be validated by our

research adviser, statistician and the instructor in charge of the subject matter

who were experts in knowing the appropriate statements or questions that

corresponds to our dependent and independent variable.

Reliability of the Instrument

To test the reliability of the self-made questionnaire, the researchers will

distribute the questionnaire to the ten randomly selected students from the set of

respondents using the Spearman rank correlation.

Data Gathering Procedure

First, a letter will be sent to the respective program chair of all the colleges

at Mindoro State University, Calapan City Campus to seek permission in

conducting the study.

Next, upon approval, if all of the questions or statements made are

considered reliable and valid, then the questionnaire will be distributed to the

respondents.

Then, the researchers will personally administer the questionnaires to the

selected respondents through the use of Google Form as a new way of

conducting a survey amidst the new normal learning. Before the respondents

answer the questionnaire, a general direction from the researchers will be

discussed.
 Finally, the retrieval of the questionnaire will be done upon answering the

questions completely. The researcher who designed the questionnaires will need

to access his Google Form account where they can see all of the responses

given by the selected respondents.

Statistical Treatment of Data

The collected data will be statistically analyzed using descriptive statistics

such as frequency, percentage, and mean. Spearman rank correlation is a non-

parametric test that is used to measure the degree of association between two

variables. The Spearman rank correlation test does not carry any assumptions

about the distribution of the data and is the appropriate correlation analysis when

the variables are measured on a scale that is at least ordinal.

The following formulas will be used:

Frequencies and Percentages.

Formula:

n
Percentage= × 100
N

Where:

n = Number of respondents per category

N = Total number of respondents

Arithmetic Mean.
 ( ∑ fx )
x́=
N

Where:

x́ = Arithmetic Mean

N = Total Number of Respondents

x = Weighted in Parts

The following formula is used to calculate the Spearman rank correlation:

n
rs n(¿ ¿2−1)
=1-
6 ∑d 2
¿

where:

r s =Spearman rank correlation

d= the difference between the ranks of corresponding variables

n= number of observations
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