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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.