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The Impact of Procrastination and Time Management on Academic Performance: A
Cross Sectional Study Among Grade 12 Students at Palawan State University -
Laboratory Senior High School
Gan, Yrich Anne L.
Grade 12 – ABM Equitability
Practical Research 2
Mr. Mc Arthur Maravilla
September 19, 2022
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The Impact Between Procrastination and Time Management on Academic Performance:
A Cross Sectional Study Among Grade 12 Students at Palawan State University -
Laboratory Senior High School
Procrastination is a bad habit of a person to delay working on given tasks and do it
until the last minute or past the deadline (Prem et al., 2018), but it is different from laziness.
Procrastination is a common phenomenon in academic contexts, with several adverse effects
(Goroshit, 2018). It is practiced by everyone, from secondary-level students to adults (Ojo,
2019). According to the study (Ocak & Boyraz, 2016), academics and employment, daily
routines and duties, health, leisure, family and partnership, and social interactions are all areas
where individuals procrastinate.
According to the study (Ojo, 2019), procrastination is an issue that affects students'
reading habits as well as their understanding. It involves putting off performing course work,
writing articles, and studying for exams. Procrastination has a detrimental impact on persons'
performance and mental-physical wel-lbeing (Steel & Klingsieck, 2013). People frequently put
things off till the last minute, even when they know it will cause them stress. Delaying tasks to
the last-minute causes worry and a troubled state of mind (Homisak, 2012). In that case, it will
affect the time management of a person.
Time management refers to the act of organizing and managing your time so that you
can split your activities more effectively and efficiently (Rimas et al., 2020). Several studies say
that good time management leads to positive effect on academic performance and
opportunities. Prioritizing the tasks more than the others is essential to manage time effectively.
It is important to acquire such skills, especially for students, to avoid being pressured and
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having an anxiety attack. This study aims to focus on the relationship between academic
procrastination, time management, and academic performance.
Research Objectives
This study aims to achieve the following general objectives of the study;
a) To examine the procrastination, time management, and academic performance among
grade 12 students of PSU Laboratory Senior High School,
b) To determine the relationship between academic procrastination and academic performance
among grade 12 students
c) To determine the relationship between time management and academic performance
among grade 12 students
d) To inform the grade 12 students at PSU LSHS about procrastination and time management
affecting the academic performance.
Research Variables
The variables in this study are academic procrastination and time management, and the
other one is academic performance of grade 12 students at PSU LSHS. The academic
procrastination will be measured using 16-item Academic Procrastination Scale (APS)
(Tuckman,1991), a five likert scale ranging from 5 (always) to 1 (never). On the other hand, the
Time Management Questionnaire (TMQ), a standardized questionnaire with 27 items divided
into three categories (time planning=16, time attitude=7, and time wasters=4), will be used to
assess time management skills (Alay & Kocak, 2002). Lastly, the academic performance will be
measured through 19-item Academic Performance Rating Scale (APRS), a 5-point scale
(DuPaul & Rapport, 1991).
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Research Design
The study will employ a cross-sectional, descriptive design. It is non-experimental
research that does not involve the manipulation of an independent variable. Descriptive cross-
sectional studies gather data to characterize the state of phenomena or the relationships
between phenomena at a certain point in time (Ihudiebube-Splendor & Chikeme, 2020).
This research design is used by the researcher to examine and describe the link
between academic procrastination, time management, and academic performance among PSU
LSHS grade 12 students in a single or short period of time.
Rationale
Procrastination is a common issue, especially these days. When the pandemic
started, the behavior of students toward academics seemly affected by it. According to the study
by Unda-Lopez et al. (2022), the COVID-19 epidemic created unique conditions that may have
altered procrastinating behavior. Most of the studies about procrastination are in academic
contexts. It is practiced by everyone, from secondary-level students to adults (Ojo, 2019).
As we practice procrastination, there will be struggles in time management. Students
should be able to manage their time well to prevent procrastination in their academics.
Practicing time management may improve your punctuality to pass on time (Rimas et al. 2020).
However, there are factors why people tend to procrastinate. Since we are in a digital world,
one of the distractors is social media. They became an addiction to the students (Ocak &
Boyraz, 2016). People are engaged on social media by the entertaining content, and because of
that, they won't notice the time. Wasting time may result in being unable to complete the other
work on time. Also, procrastination is something to deal with; being unproductive. It may affect
their academic performance.
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In Palawan State University, they are implementing limited face-to-face classes.
Procrastination is still an issue for other students. The students are adjusting to the transition
from online to a face-to-face mode of learning. In this case, the researcher intends to conduct
this study among PSU LSHS grade 12 students to examine the impact of academic
procrastination and time management; and the relationship of two variables on academic
performance this academic year. This study may inform them to avoid procrastinating and
perform proper time management.
References
Alay, S., & Kocak, S. (2002). Validity and reliability of time management questionnaire.
Hacettepe University Faculty of Education, 9-13.
DuPaul, G. J., Rapport, M. D., & Perriello, L. M. (1991). Teacher ratings of academic
skills: The development of the Academic Performance Rating Scale. School psychology
review, 20(2), 284-300.
Goroshit, M. (2018). Academic procrastination and academic performance: An initial
basis for intervention. Journal of prevention & intervention in the community, 46(2), 131-142.
Homisak, L. (2012). Time and Efficiency Redux. How do you take better control of your
time? Podiatry Management, 41-43.
Ihudiebube-Splendor, C. N., & Chikeme, P. C. (2020). A descriptive cross-sectional
study: Practical and feasible design in investigating health care–seeking behaviors of
undergraduates. SAGE Publications Ltd.
Ojo, A. A. (2019). The impact of procrastination on students’ academic performance in
secondary schools. International Journal of Sociology and Anthropology Research, 5(1), 17-22.
Ocak, G., & Boyraz, S. (2016). Examination of the Relation between Academic
Procrastination and Time Management Skills of Undergraduate Students in Terms of Some
Variables. Journal of education and training studies, 4(5), 76-84.
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Prem, R., Scheel, T. E., Weigelt, O., Hoffmann, K., & Korunka, C. (2018).
Procrastination in daily working life: A diary study on within-person processes that link work
characteristics to workplace procrastination. Frontiers in psychology, 9, 1087.
Rimas, S. M., Pila, J., Leonardo, M. Z. A., Maramot, H. M., Follero, R., & Edillor, M.
(2020). Effects of Time Management on Academic Performance of Grade 12 Humanities and
Social Sciences Strand Students: An Assessment. Ascendens Asia Singapore–Bestlink College
of the Philippines Journal of Multidisciplinary Research, 2(1).
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological
antecedents revisited. Australian Psychologist, 51(1), 36-46.
Tuckman, B. W. (1991). The development and concurrent validity of the procrastination
scale. Educational and psychological measurement, 51(2), 473-480.
Unda-López, A., Osejo-Taco, G., Vinueza-Cabezas, A., Paz, C., & Hidalgo-Andrade, P.
(2022). Procrastination during the COVID-19 Pandemic: A Scoping Review. Behavioral
Sciences, 12(2), 38.
