ABSTRACT

Procrastination is a behavior that almost everyone, regardless of their situation, engages in on a

continuous basis. Procrastination, the behavior of delaying or putting off tasks until the last minute or past

their deadline, is quite common among students. The purpose of our study is to discover the reasons for

student procrastination and how it affects their academic performance. It also aims to prove the validity of

procrastination-related reasons. Financial aspects, family situations, time management, and variables that

might have an effect on students' written and oral academic performance were all examined in the study as

possible reasons of students' procrastination.

The study was conducted at Recto Memorial National High School, with a total of two hundred fifty

respondents from the grade 10 students enrolled in the academic year 2022-2023 of Recto Memorial

National High School. A descriptive method and a quantitative approach were used in this study. The

researchers used survey questionnaires as instruments to obtain the necessary and reliable data for the

study. The gathered data were carefully tallied and analyzed using a 4-point Likert scale. Based on the

findings, this study not only proposes data on the factor that causes procrastination but also its effect on

students’ written and oral performance. The results were presented through tables.

In order to overcome procrastination, which students commonly do, the researchers created a

development program. In this program, students will discover all about time management, including how

important it is in their everyday lives. The program will assist the students in enhancing their abilities and

capabilities to properly manage their time through the creation of a manageable to-do list that everyone can

create. The study concludes that there are reasons why the phenomenon known as procrastination is being

done by everyone.

Keywords: Procrastination, Reasons, Effects, Students, Academic Performance, Program

1
 ACKNOWLEDGEMENT

The researchers would like to express their gratitude to God Almighty for providing them with the

abilities, opportunity, knowledge, and motivation to start this research project, persevere through it, and

triumphantly complete it. The achievement would not have been accomplished without his blessing.

This paper takes on its fullest efforts, but the researchers will not take full credit for the study's

accomplishment. The researchers would like to convey their profound gratitude to Mrs. Lea R. Malaluan,

Ed.D, their research adviser. At all times, she provides important guidance, encouragement, and

recommendations to researchers, allowing them to stay on track and refrain from deviating from the study's

essence. This study would not have been possible without her competent guidance, and the researchers

will be everlastingly thankful for her assistance.

The researchers also wanted to take this opportunity to express their appreciation to Mrs. Jocelyn

Mendioro, Ed.D for lending her expertise, time, and effort to validating, enhancing, and refining their

research instrument, which was given to the two hundred fifty randomly chosen grade ten students in order

to produce trustworthy information, findings, and results.

The researchers wanted to convey their deep gratitude for the panelists who reviewed their title

proposal and final defense: Mrs. Jocelyn Mendioro, Mrs. Princess Ann B. Sales, Mrs. Nanette T.

Javier, and Mrs. Lea R. Malaluan for investing their time and effort in assisting the researchers by offering

their opinions, feedback, and recommendations throughout defenses with the aim of improving, finessing,

and critically evaluating the final output of the research paper.

The researchers take pride in expressing their gratitude to Mark and their friends who have

surrounded them with love and unwavering support, helping the researchers when they need it.

The researchers acknowledge and appreciate the love and support of their own families, who

support them in all of their efforts. They are the most suitable models to follow. The researchers express

their gratitude for their patience with them through their challenging times when they felt stuck and for

encouraging them to pursue their aim of achieving the study. Without their constant, selfless love and

support of the researchers, this would not have been possible.

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 DEDICATION

The researchers dedicate the success of the study and the study itself to:

To the researchers’ families: Words are not enough to express everything.

To the friends of the researchers: The researchers are eternally grateful for your love and support.

To the only individual who contributed to the achievement of their work and helps from the very beginning

until the paper's final presentation.

To the individuals who didn’t contribute to the content of their work but gave "ambag" so that their name

would be included in the final manuscript

To future researchers: May this serve as their reference and guide for conducting a procrastination-related

study.

To God Almighty, the source of strength and wisdom.

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 CHAPTER 1
THE PROBLEMS AND ITS BACKGROUND

Introduction

Procrastination is a behavior that almost everyone, regardless of their situation, engages in on a

continuous basis. Procrastination, the behavior of delaying or putting off tasks until the last minute or past

their deadline, is quite common among students. According to various estimates, between half and 90% of

students are prone to this behavior, and the prevalence of this phenomenon rises (Chehrzad et al., 2017).

Every quarter, students make the commitment to turn in their assignments on time, work hard, and get

excellent grades. But as time passes, the majority of students put off doing their tasks until the very last

minute.

Students’ classes grow harder as the quarter approaches an end, contributing to the workload. Some

students will accept the task and finish it promptly. Students frequently misunderstand why they always come

up to say they’re without trouble when it comes to a bunch of homework and projects to do. For other

students, this quantity of work might result in stress and eventual procrastination. The purpose of our study is

to discover the reasons for student procrastination and how it affects their academic performance. It also

aims to prove the validity of procrastination-related reasons.

Background of the Study

Procrastination has always been a challenge that all people have faced at one point or another.

Procrastination that occurs in academic areas is called academic procrastination. Academic procrastination

is an occurrence where most high school students postpone their tasks, assignments, and school projects.

It is described as the act of delaying or postponing a task that is needed to be completed in a given span of

time (Devi, 2021). This common problem can lead to issues like worse final grades and may also affect

mental health issues. Based on decades of research, people procrastinate because their drive to delay is

irrationally stronger than their drive to act, meaning their motivation is enervated by issues like exhaustion,

laziness, and beliefs. And these issues also mean that procrastination often involves intention-action gaps,

where people procrastinate despite intending to act. The behavior and attitude of the student towards the

requirement affect their productivity, thus affecting their academic performance. Academic procrastination

has many negative effects (Podar International School, 2023).

Procrastination is also a prevalent and unpleasant trait among Filipinos. The Mañana tradition

originates back to Spanish colonization. It started when the Spanish labeled Filipinos as "lazy workers,"

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which is one of the reasons the folklore "Juan Tamad" was born. Filipinos have a negative attitude in which

they say "Mamaya Na" to tasks they consider challenging, prompting them to prioritize them less (Menguin,

2022). Because time management and productivity are the most important factors in academic performance,

procrastination is one of the most common issues for students. Procrastination is a relatively prevalent

occurrence in academic settings (Zacks & Hen, 2018). Procrastination is frequently attributed by

physiologists as a coping technique against the anxiety we experience when confronted with a difficult or

undesirable task. They find distractions to keep themselves "busy" as an excuse and recognize that these

activities are not time-critical and may be completed. maybe tomorrow or much later (Jones, 2020). This

behavior might lead to ineffective time management. It would influence the student's academic performance,

producing stress (Badgujar, 2022). However, a study discovered that the atmosphere produced by a looming

deadline is the broader advantage of procrastination (Richardson, 2015). This is preferable to working on a

task inefficiently before the deadline.

Several research has found that academic procrastination has a detrimental relationship with

academic achievement. However, some studies have found no association. The purpose of this study is to

determine the reason for students’ procrastination and how it affects their academic performance. It also

intends to demonstrate the legitimacy of procrastination-related reasons.

Statement of the Problem

The study aims to discover the reasons behind students’ procrastination, as well as how it affects

their academic performance. Specifically, it seeks to answer the following questions:

1. What are the reasons of students’ procrastination in terms of:

1.1. financial aspect;

1.2. family situation; and

1.3. time management?

2. What are the effects of students’ procrastination to academic performances in terms of:

2.1. written performance; and

2.2. oral performance?

3. What development program could be developed to assist students in overcoming their

procrastination?

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Significance of the Study

The study could provide information regarding the reasons and effects of students’ procrastination.

This study will be significant to the following:

Students. This study will help students understand the effects of procrastination on work, promote better

time management, foster a stronger rationality for prioritizing responsibilities, and benefit themselves and

others.

Teachers. The study serves as a guide for teachers to better comprehend the circumstances students

encounter in all facets of life and connect on a deeper level by enhancing their understanding and support.

School. This research will allow the school to obtain a better grasp of their students' perspectives on

procrastination and gain a better awareness of their students' situations in general.

Future Researchers. This study will assist future researchers in discovering a fresh understanding of the

issue from a higher perspective, enhancing their understanding, and gaining a deeper understanding of the

issue from the responders' perspective.

Scope and Limitation of the Study

This study is focused on discovering the causes and consequences of students’ procrastination.

Likewise, this study will give an overview of possible reasons and effects of students’ procrastination using

the researcher-made survey questionnaires. The researchers used random sampling in selecting

respondents and the researchers limited the study to two hundred fifty (250) students of the overall

population of nine hundred forty-two (942) Grade 10 students enrolled in the academic year 2022-2023 of

Recto Memorial National High School.

Definition of Terms

Academic Performance measures the degree to which respondents have met their immediate or

long-term educational goals and can be determined by continuous evaluation or cumulative grade point

average.

Financial Aspect refers to the management, procurement, and utilization of financial resources in

order to accomplish the task's objectives.

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 Oral Performance is the process of generating and exchanging meaning via the use of verbal and

nonverbal symbols in different circumstances.

Perception refers to what people think about something; the viewpoint of someone on something,

either by sight or opinion.

Prevalence refers to the measure of the burden of phenomena in a population in a given location and

at a particular time, as represented in a count of the number of people affected.

Procrastination is the behavior of delaying or putting off tasks until the last minute or past their

deadlines.

Procrastinator is a person who tends to delay things that should be done in a certain amount of time.

Reasons refers to the explanation behind anything, whether it be a circumstance, an occurrence, or a

justification.

Theoretical refers to something that is theoretical or speculative, often in contrast to actual

implementations.

Time Management refers to the process of arranging and planning how you will divide your time

among several activities.

Written Performance refers to the ability of students to employ terms and structures to clarify and

arrange their thoughts clearly and smoothly in written.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents and discusses the related literature and studies regarding this topic entitled

“Perceived Reasons of Students’ Procrastination in their Academic Performance: Basis for Students’

Development Program.”

Review of Related Studies

Higher education institutions are crucial in developing the skilled labor force needed to address a

community's pressing issues. Education is a potent transformation agent that enhances livelihoods and

health and promotes social stability. Given that people with greater levels of education typically have more

access to economic and social possibilities, it is linked, on a micro level, to higher living standards for

people through increased productivity. At the macro level, education fosters the development of

knowledgeable and talented human capital, which has been regarded as a key driver of economic

expansion and development. But acquiring knowledge, attitudes, values, and skills through education is not

a straightforward undertaking; it is rather a lengthy and difficult journey through life. The degree to which a

student, teacher, or institution has met their short- or long-term educational objectives is known as

academic performance or achievement and is assessed through continuous assessment or cumulative

grade point average (CGPA).

When defining academic accomplishment, grades are frequently given precedence. This includes

educational institutions that rank students according to their GPA and give them special titles like

valedictorian and salutatorian to students who graduate at the top and bottom of their class, respectively.

As do some businesses, particularly when employing new graduates, scholarship organizations,

institutions, and employers all begin by looking at grades. In other professions, especially technical ones

like law, medicine, and finance, grades are more important. Other areas place less emphasis on GPA,

especially creative fields like writing or the arts and jobs like sales, where interpersonal skills are more

important than technical understanding.

Despite residual ambiguity in the term, definitions over time have identified several elements of

“academic success” (Zarrin, Sohrab, et al., 2020). Used interchangeably with “student success,” it

encompasses academic achievement, attainment of learning objectives, acquisition of desired skills and

competencies, satisfaction, persistence, and post-college performance. A vast amount of literature is

available on the determinants of academic success. Studies have shown socioeconomic characteristics

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(Masud et al., 2019), student characteristics including temperament, motivation, and resilience, and parents

to have a bearing on academic performance in students.

Increasingly, studies are paying more attention to the reasons that cause academic procrastination.

When students have a fear of failure, they tend to procrastinate in starting or finishing due tasks. More

problematic internet use of internet addiction makes procrastination in studies, lack of guidance, lack of

motivation, irrational time management, laziness, family issues, social problems, and influence from peers

identified as reasons for procrastinating behaviors.

One possible factor that affects students' performance in school is the Filipino mañana habit. It is

one of the most negative traits of some people. It means mamaya na in Filipino or to do a certain thing at a

later time. It is a procrastinating way of doing things or simply means finding a way to delay a work to be

done. (Aguirre, 2015)

Procrastination can have a detrimental effect on academic performance well as individuals'

psychological states (Kim & Seo, 2015). Procrastinators may suffer from embarrassment, anxiety,

insomnia, and depression. It also can lead to mental health issues such as stress, which in turn can lead to

issues such as reduced well-being, worse physical health, and worse academic performance.

Procrastination is linked to a variety of academic problems for students, including lower exam results and a

higher chance of dropping out (rather than graduating). These problems are related to the fact that it often

takes up a significant amount of students' time. Over a third of students' daily activities, typically in the form

of activities like sleeping or watching TV, are reported to be taken up by procrastination.

In conclusion, believing in oneself is important to boost our confidence to accomplish the task.

Discovery of the habit is not tantamount to laziness. It is called procrastination, and this can be a

psychological problem, too. Finding yourself replacing high-priority actions with low-priority ones, thus

scheduling important tasks later, then you are procrastinating. It is the act of voluntarily delaying a task

even if you are aware of the consequences of the delay. Procrastination is a behavioral problem that needs

to be addressed through directive counseling, psychotherapy, or other appropriate interventions. Also, it

may be caused by wrongdoing that was reinforced, meaning the act of procrastination.

According to Cyril Vences (2015), time management for students includes setting realistic goals and

deadlines for self-regarding major assignments. Make sure that they are not putting themselves in

situations where they cannot meet deadlines, this will only add to stress and make tasks more difficult to

complete.

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 Alyami proved in his study (2021) that students agreed that insufficient sleep pattern makes them

feel lazy and they are unable to manage time. Furthermore, the majority also believed that the last year had

been challenging (due to covid-19 pandemic) and affected their time (and online learning). Previous studies

on undergraduate nursing students also found that decreasing procrastination and increasing time

management will help the students to have better academic performance and less anxiety and will be better

prepared for working in a hospital (Romero-Blanco et al., 2020).

Review of Related Literature

Educators have long been curious about the factors that influence how well students do

academically. Academic success is influenced by a variety of variables, such as parental education and

income levels, subject-matter expertise of instructors, truancy, textbook accessibility and availability,

libraries, practical lab, lunch service, and many other variables. Academic achievement has been found to

be significantly influenced by the family environment. Children who live in poverty could be exposed to less

stimulating settings and educational opportunities (Children's Bureau, 2019). Secondary school education is

meant to serve as the cornerstone and starting point for further education at tertiary institutions.

The culture, economy, social structure, and family become the students' incentive how to be more

perceptive in applying their attitudes to their academic achievement, according to Candeias (2016) in his

journal. Students' views are influenced by their environment as well. The pupils' high academic

performance and personal growth ratings may be maintained by their professional attitudes.

To sum up, academic performance has a significant role in a student’s life. It may affect them

physically, mentally, and emotionally.

Procrastination is typically defined as the act of delaying doing something that may be done today,

as Slowik (2018) in her documentary. However, this definition is overused and tends to trivialize what for

some people may be a significant issue. While some of these descriptors may be accurate, the absence of

a clear definition of the issue can lead to inadequate responses to the requirements of the procrastinator.

These explanations frequently paint a picture of the procrastinator as being lazy, rebellious, afraid, or

disorganized. The definition of procrastination is inconsistent, which makes it difficult to compare the

phenomena across studies and, in some situations, contributes to inadequate study designs.

Procrastination is extremely popular among many of us. Procrastinators are well aware of the tasks

they need to do but they failed to conduct or complete the task timely because of procrastinating behaviors.

Procrastination is also a very prevalent phenomenon among university students. Academic procrastination

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is conceptualized as a delay in starting or completing an academic task.

The ability to manage time effectively and efficiently has received a lot of attention throughout

history and is often seen as the secret to success (Pugh & Nathwani, 2017). Frederick Winslow Taylor

developed the idea of employing time management to examine employee time and motion studies with the

goal of reducing time wastage and inefficient labor. For high performance in this cutthroat period, firms and

directors place a strong emphasis on looking for time management solutions (Kumar & Aithal, 2019).

Additionally, it has been suggested to begin time management exercises early in student life.

In conclusion, it has been shown that time management abilities have a favorable impact on student

learning and related results. Studies have shown that time management has a good effect. It has been

demonstrated that time management abilities enhance students' academic performance.

Theoretical Framework

This study is anchored to Temporal mood-repair theory which was introduced by Shatz in 2022.

According to Dr. Shatz (2022), emotion-regulation theory, sometimes called temporal mood-repair theory,

describes procrastination as the behavior when people prioritize their short-term mood over long-term goal

achievement and well-being. This happens when a person, specifically a person with tasks to conduct,

decides to postpone his or her given task when they find it aversive—particularly when it is boring,

frustrating, confusing, frightening, unpleasantly dislikeable, or associated with any other negative emotions.

Dr. Shatz explains that this happens especially when a person decides to procrastinate or postpone a task in

order to prolong positive emotions, to feel good and entertained for mood repair, or to avoid the absence of

positive emotions. This theory is considered a maladaptive coping strategy since it is a hindrance to a

person’s long-term progress in fields such as academics and social work.

Temporal motivation theory

Dr. Shatz also introduced the temporal motivation theory (TMT) in 2022, which he describes as the

behavior of a person to postpone a certain task for the reason of having low motivation to engage in or

conduct a given task. The motivation in this theory, motivation refers to a person’s desirability to do a certain

task. In this theory, it is explained that a person’s motivation increases more when they are expecting to

achieve a more desirable outcome and decreases if otherwise. In this theory, people often feel motivated to

11
finish a certain task when they are offered and expected to have large, likely, and satisfying rewards and do

not have the urge to procrastinate when they are expecting small, unlikely, and distant punishments.

Conceptual Framework

Independent Variable Dependent Variable

Reasons of students on Academic Performance

procrastination in terms of:
 Written Performance
 Financial aspect  Oral Performance
 Family situation
 Time management

gh

Figure 1. The IV-DV Framework of Perceived Reasons for Students’ Procrastination in Their Academic Performance

This figure shows the Conceptual Framework of the study. This study uses the Independent Variable

and Dependent Variable Models. The independent variable consists of Procrastination in terms of financial

aspects, family situation, and time management. They stand for possible indicators regarding how the

dependent variable may come out.

The dependent variable consists of academic performance in terms of written performance and oral

performance. Two hundred fifty (250) students at Recto Memorial National High School are eligible for this

outcome variable. They show how it affects their academic performance.

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 CHAPTER III

METHODOLOGY

This chapter includes the research methodology of the study. In this part, the researchers outline the

research design, respondents of the study, research instrument, data gathering procedure, and statistical

treatment.

Research Design

This study was conducted using quantitative research design and a descriptive methodology.

For this study, the researchers used a quantitative approach in assessing, analyzing, and evaluating

the reasons why students procrastinate. One significant advantage of employing quantitative data is its

objectivity (Indeed Editorial Team, 2021). This can help remove biases from the research and make the

findings more accurate.

Following that, since our study aims to discover traits, frequencies, trends, and categories, a

descriptive methodology is an appropriate choice for our study. The descriptive research strategy's primary

objective is to characterize a variable (or variables) in its natural state (Kroutil, 2020).

This method and structure deal with the different variations of reasons among the respondents for this

study. It is also related to events that happened and are still happening, as supported by studies that were

done before.

Sampling Techniques

The researcher will use a random sampling technique. In this study, a random sampling technique

was used because the researchers want to reach a certain subsection of respondents who were officially

enrolled in Grade 10.

According to Louise Gaille (2017), one of the best ways to achieve unbiased results in a study is

through random sampling. It helps researchers avoid an unconscious bias they may have that would be

reflected in the data they are collecting. Researchers can evaluate collected data with a lesser margin for

error due, in part, to random sampling. Because the entire process is randomized, the random sample

accurately reflects the entire population, allowing the data to provide accurate insights into specific subjects.

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Research Instrument

The main instrument that was used in this study is the survey questionnaire. The researchers

designed self-administered questionnaires for the data-gathering process to get quantitative information.

The questionnaire was structured in such a way that respondents will be able to answer it easily.

Thus, the set of questionnaires was structured using the Agree/Disagree Scale. According to most of the

research, the “agree or disagree” question is a Likert scale, as the name implies, which simply involves some

marking of the table to indicate whether you strongly agree, agree, strongly disagree, or disagree on that

data. Generally, the Likert scale has a range of answer options ranging from strongly agree to strongly

disagree. So, the more detailed option you include, the more specific response you can get from the

respondents about their feelings.

To interpret the results of this study, the 4-point Likert scale will be used using the following values:

Range Interpretation
4.00 - 3.50 Strongly agree
3.49 – 2.50 Agree
2.49 – 1.50 Disagree
1.49 – 1.00 Strongly Disagree

Data Gathering Procedure

The researchers began by developing a proposal for the study's content and then locating

respondents who would be appropriate for the investigation. Following that, the researchers created a

research instrument after gathering sufficient information to support the investigation and submitting it for

validation. After the questionnaire was validated, it was pre-tested with the ten students of Grade 10

(Agarwood) at Recto Memorial National High School and later administered to the target respondents.

Ethical Considerations

The relationship and intimacy that are established between the researchers and participants in

quantitative studies can raise a range of different ethical concerns, and quantitative researchers face

dilemmas such as respect for privacy, the establishment of honest and open interactions, and avoiding

misrepresentations. Ethically challenging situations may emerge if researchers have to deal with

contradicting issues and choose between different methodological strategies when conflict arises. These

ethical norms include issues such as requirements for honesty, requirements for informed consent,

anonymization and storage of data, the right of access to data for participants, and the duty of confidentiality

for all those who undertake research. (NLM, 2014)

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Statistical Treatment of Data

In this study, to accurately interpret and present all the data to be collected, the researchers will use

different types of methods:

The mean and standard deviation were used to measure the reasons for procrastination. The mean,

also known as the average, is the total sum of values in a sample divided by the number of values in your

sample (Meredith Hurley and Steven Tenny, 2022). The researchers used the mean because it uses all

values in the data set to give you an average and, hence, is a good representative. They also attempt to

describe what a typical data point might look like. The researchers also utilized the standard deviation since it

aids in interpreting the measurements when the data is distributed. The bigger the standard deviation of the

data, the more evenly dispersed it is. The mean and standard deviation were calculated using the Statistical

Package for the Social Sciences (SPSS) software. SPSS statistics provides data analysis for descriptive and

bivariate statistics, numerical outcome predictions, and predictions for identifying groups. The software also

provides data transformation, graphing, and direct marketing features. The software interface displays open

data similarly to a spreadsheet in its main view.

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 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data gathering, the result of the statistical analysis done, and the

interpretation of findings. These are presented in tables following the sequence of the specific research

problem.

I. Reasons for students’ procrastination

Table 1. Reasons for Students’ Procrastination on financial aspect

As a student, procrastination makes me… Mean SD Rank VI

1. unable to act immediately to give my financial 3.04 0.70 2.5 Agree

contribution.
2. avoid purchasing the necessary supplies for the
3.11 2.10 1 Agree
assignment and projects.
3. dependent on the materials left over by my
2.78 0.94 5 Disagree
classmates.
4. use limited resources in project and output
3.04 0.71 2.5 Agree
making.
5. think less of how to contribute to financial
3.03 0.69 4 Agree
matters of collaborative and individual outputs.

OVERALL 3.004 Agree

Note: 1.00 – 1.49 - Strongly Disagree, 1.50 – 2.49 – Disagree, 2.50 – 3.49 – Agree, 3.50 – 4.00 – Strongly Agree

Table 1 illustrates the reasons for students’ procrastination on the financial aspect with an overall

mean of 3.004 and a verbal interpretation of agree. Indicator 2 with a weighted mean of 3.11 got the

highest ranking, while indicator 3 with a weighted mean of 2.78 got the lowest ranking. It implies that the

reasons for students' procrastination on the financial aspect have a negative impact on the student's ability

to carry out a task that is necessary to be accomplished given that they cannot provide the necessities that

are required for projects and assignments owing to a lack of finances and resources, so they procrastinate

or postpone passing them.

According to Thomas Richardson (2017), financial problems will also affect student’s mental health

such as facing depression and anxiety as well as their academic performance.

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Table 2. Reasons for Students’ Procrastination on family situation

As a family member, procrastination makes

Mean SD Rank VI
me…

1. be less cooperative 2.94 0.80 3 Agree

2. be unable to concentrate 2.90 0.82 4 Agree

3. feel unable to support other family member 2.47 1.15 5 Disagree

4. have less time to talk with other family

3.04 0.86 1 Agree
members.

5. be less responsive and unable to contribute

3.00 0.88 2 Agree
to family situation

OVERALL 2.87 Agree

Note: 1.00 – 1.49 - Strongly Disagree, 1.50 – 2.49 – Disagree, 2.50 – 3.49 – Agree, 3.50 – 4.00 – Strongly Agree

Table 2 presents the reasons for students' procrastination in the family situation, with an overall

mean of 2.87 and a verbal interpretation of agree. Indicator 4 received the highest ranking, with a weighted

mean of 3.04, while Indicator 3 received the lowest ranking, with a weighted mean of 2.47. It suggests that

the reasons behind students' procrastination in family situations have an influence on students given that

they have less time to talk or interact with the family as a consequence of the behavior of procrastination.

On the other hand, even if they are struggling or indulging in procrastination, they can nonetheless support

other family members.

According to Brian et.al (2019), a student's emotional state is influenced by family relationships. It

affects how focused they are in class. The wrong home culture causes students to develop unhealthy habits

and behaviors. Family issues are unavoidable and have a significant negative impact on students’

academic achievement.

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Table 3. Reasons for Students’ Procrastination on time management

As a student, procrastination makes me… Mean SD Rank VI

3.00 0.78 5 Agree

1. wait until the last minute to do things

2. fail at establishing priorities 3.01 0.75 3.5 Agree

3. poorly budget my time correctly 3.01 0.77 3.5 Agree

4. spend too much time using cellphone

3.03 0.76 2 Agree
instead of attending to more important tasks

5. have a hard time saying no to a request or

3.27 0.79 1 Agree
invitation

OVERALL 3.06 Agree

Note: 1.00 – 1.49 - Strongly Disagree, 1.50 – 2.49 – Disagree, 2.50 – 3.49 – Agree, 3.50 – 4.00 – Strongly Agree

Table 3 shows the reasons for students' procrastination on time management, with an overall mean

of 3.06 and a verbal interpretation of agree. The indicator with the greatest ranking was indicator 5 with a

weighted average mean of 3.27, whereas the indicator with the lowest ranking is indicator 1, with a

weighted mean of 3.00. Although the results reveal that students are well-known to struggle with the

management of time, it underlines that not being able to manage their time appropriately and effectively can

have an enormous impact on students’ performance, contributing to procrastination.

According to Cyril Vences (2015), time management for students includes setting realistic goals and

deadlines for self-regarding major assignments. Make sure that they are not putting themselves in

situations where they cannot meet deadlines, this will only add to stress and make tasks more difficult to

complete.

It's crucial to understand that the quantity of time that is available is fixed, and the only thing

students can vary is how they use it. If students take time management seriously, they may be free from

this shackle and do more in the time that is at their disposal. To make the most of the short amount of time

available, learners must modify their routines and attitudes because time lost cannot be recovered (Cicekci

& Sadik, 2019).

18
Table 4. Reasons for Students’ Procrastination

Statement Mean Rank VI

1. Financial aspect 3.004 2 Agree

2. Family situation 2.87 3 Agree

3. Time management 3.06 1 Agree

OVERALL 2.98 Agree

Note: 1.00 – 1.49 - Strongly Disagree, 1.50 – 2.49 – Disagree, 2.50 – 3.49 – Agree, 3.50 – 4.00 – Strongly Agree

Table 4 shows the reasons for students' procrastination, with an overall mean of 2.98 and a verbal

interpretation of agree. Results showed that time management played an important role in procrastination,

as it obtained an overall mean of 3.06 with a verbal interpretation of agree. Financial Aspect followed time

management as the reason for students' procrastination with an average mean score of 3.004 with a verbal

interpretation of agree (A), while Family Situation scored the lowest among the three factors with a total

mean score of 2.98 with a verbal interpretation of agree (A).

The practice of managing and planning how to split your time between various tasks is known as

time management (Mind Tools, 2022). The purpose of time management is to make the most of the time

students spend on particular tasks that accelerate the completion of their goals. Students can spend less

time on trivial tasks and more time on vital tasks because of the advantages of time management (Khuizen,

2023). In order for students to perform better academically and to handle the pressures and uncertainties of

the working environment, effective time management needs to be taught to them from the beginning

(Nayak, 2019).

19
Table 5. Effects of Students’ procrastination on their written performance

As a student, procrastination results in… Mean SD Rank VI

3.21 0.80 1 Agree

1. have a low grade

2. be late in submitting my work 3.10 0.74 2 Agree

3. unable to complete my assignments 3.02 0.81 3 Agree

4. have a low-quality and incomplete work 3.03 0.75 4 Agree

5. answer my paper works without making any

3.04 0.80 5 Agree
effort

OVERALL 3.08 Agree

Note: 1.00 – 1.49 - Strongly Disagree, 1.50 – 2.49 – Disagree, 2.50 – 3.49 – Agree, 3.50 – 4.00 – Strongly Agree

Table 5 illustrates the effects of students' procrastination on written performance, with an overall

mean of 3.08 and a verbal interpretation of agree. Indicator 1 received the highest ranking, with a weighted

mean of 3.21, while Indicator 5 received the lowest ranking, with a weighted mean of 3.04. It points out that

procrastination has an enormous adverse impact on student’s written performance as when they have less

time to finish assessment tasks, the precision of their task and the quality of the content are bound to

deteriorate. Additionally, procrastination arises from not knowing what to accomplish first, which prevents

them from putting out effort and causes them to produce subpar paper, which detracts from the overall

attractiveness of written works.

According to Ojo (2019), Procrastination prevents a lot of students from making any progress in their

studies. However, many students spend a lot of time on unnecessary activities when they should be

reading their books to learn new information. Instead, they are drawn to focus on these activities, which

negatively affects their academic performance.

This proves the results in Table 4 that students’ procrastination has a significant effect on students’

written performance tasks.

20
Table 6. Effects of Students’ procrastination on their oral performance

As a student, procrastination results in… Mean SD Rank VI

3.10 0.77 3
1. unable to answer in recitation Agree

2. lack of confidence in front of the class 3.07 0.74 4

Agree
3. less improve my capability to perform 3.17 0.77 1
Agree
4. gain low grades as a result of poor
3.06 0.79 5
Agree
presentation

5. have a horrible performance due to lack of

3.13 0.75 2
Agree
preparation

OVERALL 3.11 Agree

Note: 1.00 – 1.49 - Strongly Disagree, 1.50 – 2.49 – Disagree, 2.50 – 3.49 – Agree, 3.50 – 4.00 – Strongly Agree

Table 6 shows the reasons for students' procrastination on oral performance, with an overall mean of

3.11 and a verbal interpretation of agree. The indicator with the greatest ranking was indicator 3 with a

weighted average mean of 3.17, whereas the indicator with the lowest ranking is indicator 4, with a weighted

mean of 3.06. It insinuates that procrastination is an unsuccessful attempt to self-regulate. Low self-control

and low self-esteem are the main causes of procrastination (Kendra Cherry, 2023).

Students that procrastinate waste valuable time and lower the expected quality of their work. It can

cause them to feel less confident. When students question their abilities to accomplish something, low self-

esteem might cause them to put off tasks (American Psychological Association, 2020).

21
Table 7. Effects of Students’ Procrastination

Statement Mean Rank VI

1. Written performance 3.08 2 Agree

2. Oral performance 3.11 1 Agree

OVERALL 3.09 Agree

Note: 1.00 – 1.49 - Strongly Disagree, 1.50 – 2.49 – Disagree, 2.50 – 3.49 – Agree, 3.50 – 4.00 – Strongly Agree

The results show that oral and written performance are both at a moderate level. Oral performance

had a mean score of 3.11, ranking it first, while written performance received a mean score of 3.08, ranking

it second. The overall moderate performance level is indicated by the overall mean score of 3.09. However,

oral performance appears to be marginally superior to written performance. The results are consistent with

the view represented in the statement, as evidenced by the statement's agreement.

Academic procrastination has many detrimental effects, including poorer academic performance. In

particular, procrastination is linked to a variety of academic problems, including lower quality work, poorer

exam results, lower grades, increased academic misconduct and dishonesty, increased course failures,

increased course withdrawals, and an increased likelihood of dropping out (rather than graduating) (Dr.

Itamar Shatz, 2023).

22
Table 8. Resolutions that would assist students in overcoming procrastination.

Indicators Mean SD Rank VI

3.46 0.58 4 Agree

1. Make a small-time commitment.
2. Cope with stress, worry, and anxiety. 3.45 0.62 5 Agree
3. Create a manageable to-do list of the task to Strongly
3.59 0.52 1
be done Agree
4. Eliminate distractions and reduce the Strongly
3.52 0.54 2
utilization of gadgets. Agree
5. Learn from the poor outcome of
3.48 1.44 3 Agree
procrastination to eliminate it in the future.

Strongly
OVERALL 3.50
Agree

Note: 1.00 – 1.49 - Strongly Disagree, 1.50 – 2.49 – Disagree, 2.50 – 3.49 – Agree, 3.50 – 4.00 – Strongly Agree

Table 8 shows the possible resolution for students with an overall mean of 3.50 and a verbal

interpretation of Strongly Agree. Indicator 3 received the highest ranking, with a weighted mean of 3.59,

while Indicator 2 received the lowest ranking, with a weighted mean of 3.45. It implies that techniques for

the avoidance of students from procrastination may be accessible. It demonstrates that students are

mindful of the problem’s prospective resolution.

Indicator 3 is supported by Clear (2015). Using a to-do list is a related time management method,

according to the study. Making tasks, deadlines, and goals feel more definite might help people feel more

motivated to act, which can help reduce procrastination.

Procrastination can be decreased by developing better time management skills (Smith, 2023).

However, it's typically also needed to learn other things, and particularly how to control emotions, to

successfully overcome procrastination. As a result, many procrastination reduction interventions involve

teaching a variety of skills, such as time management and emotion regulation skills. However, some

interventions only concentrate on one type of skill, particularly if that is more appropriate given the particular

type of procrastination problem that a person has.

23
 CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of findings, the conclusions drawn from the findings, and

recommendations made regarding the study entitled “Perceived Reasons of Students’ Procrastination in

their Academic Performance: Basis for Students’ Development Program.”.

Summary of Findings

Students' procrastination has been associated with a wide range of factors, including their

financial aspect, as it obtained an overall mean of 3.004 and a verbal interpretation of agree (A). Indicator 1,

" “Procrastination makes me avoid purchasing the necessary supplies for the assignment and projects.” got

the highest mean with 3.11 and a verbal interpretation of agree (A). On the other hand, indicator 3, "

“Procrastination makes me dependent on the materials left over by my classmates.” got the lowest mean of

2.78 and a verbal interpretation of agree (A). 

Likewise, the family situation received an overall mean of 2.87 with a verbal interpretation of agree

(A). Indicator 4 “Procrastination makes me have less time to talk with other family members.” received the

highest ranking, with a weighted mean of 3.04 with a verbal interpretation of agree (A), while Indicator 3

“Procrastination makes me feel unable to support other family member.” received the lowest ranking, with a

weighted mean of 2.47 and a verbal interpretation of disagree (D).

Furthermore, time management played an important role in procrastination, as it obtained an

overall mean of 3.06 with a verbal interpretation of agree (A). The indicator with the greatest ranking was

indicator 5 “Procrastination makes me have a hard time saying no to a request or invitation.” with a

weighted average mean of 3.27 and a verbal interpretation of agree (A), whereas the indicator with the

lowest ranking is indicator 1 “Procrastination makes me wait until the last minute to do things.”, with a

weighted mean of 3.00 and a verbal interpretation of agree (A).

It was determined that procrastination had a significant impact on students' written performance,

which received an overall mean of 3.08 with a verbal interpretation of agree (A). Indicator 1 “Procrastination

results to have a low grade.” received the highest ranking, with a weighted mean of 3.21 and a verbal

interpretation of agree (A), while Indicator 5 “Procrastination results to answer my paper works without

making any effort.” received the lowest ranking, with a weighted mean of 3.04 and a verbal interpretation of

agree (A).

24
 On the other hand, based on the data gathered, oral performance, received oral performance,

with an overall mean of 3.11 and a verbal interpretation of agree (A). The indicator with the greatest

ranking was indicator 3 “Procrastination results to less improve my capability to perform.” with a weighted

average mean of 3.17 and a verbal interpretation of agree (A), whereas the indicator with the lowest ranking

is indicator 4 “Procrastination results to lack of confidence in front of the class.”, with a weighted mean of

3.06 and a verbal interpretation of agree (A).

Likewise, the data revealed that there are possible resolutions in overcoming procrastination, with an

overall mean of 3.50 and a verbal interpretation of strongly agree (SA). The indicator 3 “Create a

manageable to-do list of the task to be done.” got the highest mean of 3.59 and a verbal interpretation of

strongly agree (SA) while Indicator 2 received the lowest ranking, with a weighted mean of 3.45 and

interpreted as agree (A). It implies that techniques for the avoidance of students from procrastination may

be accessible.

Conclusion

Based on the findings and the results of the study from which the researchers conducted, the

researchers draw out the following conclusions:

1.The data demonstrates that the financial aspect, family situation, and time management are all

significant factors influencing students' procrastination, with an overall mean of 3.04 in the financial area,

2.87 in the family area, and 3.06 in the time management area. It's imperative to address these issues if you

want to reduce procrastination and boost academic achievement.

2. Academic performance of students is severely affected by procrastination in written activities, which

obtained an overall mean of 3.08, and in oral tasks, which received an overall mean of 3.11. It results in

subpar performance, missing deadlines, more stress, and worsened communication abilities. Improving

academic results requires addressing procrastination.

3. It is possible to create development programs to help pupils beat procrastination. The respondents,

with a weighted mean score of 3.50 and a verbal interpretation of strongly agree (SA), agreed that programs

for development might be created utilizing the resolution to overcome procrastination. The indicator 3 “Create

a manageable to-do list of the task to be done.” got the highest mean of 3.59 and a verbal interpretation of

strongly agree (SA).

25
Recommendations

 After careful analysis of the findings and conclusions of this study, the researchers have drawn the

following recommendations:

1. Since it has been proven that procrastination has negative effects on students' academic

performance, students should educate themselves and get familiar with procrastination, its consequences,

and the reasons for them. To aid in the reduction of procrastination cases in order for students to easily

achieve their academic goals. Focusing on their studies and completing their requirements early to be able

to pass them in time.

2. A program should be launched to spread knowledge about the necessity of overcoming the

prevalence of students’ procrastination and to assist students in eliminating it based on their particular

strengths and achievable goals.

3. The development program crafted by the researchers should be used by future researchers to test

its effectiveness.

4. A similar study must be conducted on a large group of subjects to determine if the same findings will

be established.  

26
 Students’ Development Program

Title. Angat Grado Lahat: School-Based Time Managing Development Program

Vision. Develop students' time management skills, confidence, and responsibility as students who
strive to reach their fullest potential. In order to do this, we will establish a pleasant, and supportive learning
atmosphere in which all students are treated equally, and all setbacks and successes are valued.

Mission. Provide students with effective strategies and approaches for effectively handling their time in
order to avoid procrastinating tendencies.

Mechanics. The program aims to assist students in managing and allocating their time to accomplish
tasks they believe will require a lot of time and be difficult to do through the creation of a manageable to-do
list that everyone can create. The program's activities are as follows:

Discuss Time Management. The program's first target will be to educate students all about time
management, emphasizing how crucial it is in their daily and academic life.

Following a discussion about time management with the participants, the researchers should
educate them how to make their very own task to-do list by following the methods developed by the
researchers.

Plan the to-do list well. They should spend some time in the planning phase. This way, they
can actually think the tasks through before they put them on their to-do list.

Decide on Format. Help students select a format that suits their lifestyle and personalities. To-
do lists are more effective when they are easier to access and fit into their routine.

Write Tasks, not Goals. Students should have separate lists for their tasks and goals. The plan
is to not include any goals on their task list at all. Students should write their task and goals in a separate
sheet of paper. Defining their tasks at the beginning of the process assists in breaking down difficult tasks
into more achievable segments.

List and Sort. After separating the goals and tasks, they may begin creating their own to-do list.
Begin by compiling a single, complete list. Make sure they are specific. Make a list of everything they can
think of, then move on to classifying.

Develop a daily routine. Once they start writing their lists, inform the students to establish a
daily routine of checking their tasks and creating new ones as necessary. If they can get in the habit of
checking their tasks at the start of each day and writing a new list at night, their lists are going to be much
more effective productivity tools.

27
 Check off. Informing students that when they finish a task on their to-do list, they should mark it
as completed. This can give them a feeling of satisfaction and accomplishment and encourage them to get
more items on their list done.

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31
 APPENDIX A
Letter of Request to the Principal

32
 APPENDIX B
Letter to the Respondents

33
 APPENDIX C
Letter for Validation of Research Instrument

34
 APPENDIX D
Survey Questionnaire

35
36
 APPENDIX F
Survey Questionnaire with Answers

37
38
39
40
41
42
 APPENDIX E
Documentation of Title and Final Defense

43
 APPENDIX F
Reliability Test

Variable 1
RESPONDENTS Q1 Q2 Q3 Q4 Q5 TOTAL
1 3 3 4 3 3 16.00
2 4 4 3 3 3 17.00
3 4 4 3 3 3 17.00
4 3 3 4 4 3 17.00
5 3 3 4 3 3 16.00
6 3 3 4 3 3 16.00
7 4 4 4 3 3 18.00
8 4 4 3 3 3 17.00
9 3 2 3 4 2 14.00
10 3 3 4 4 3 17.00
11 4 4 3 3 3 17.00
12 4 4 4 3 3 18.00
13 4 4 4 4 4 20.00
14 3 4 3 3 3 16.00
15 4 3 2 3 4 16.00
16 3 3 3 3 3 15.00
17 3 3 3 3 3 15.00
18 3 2 3 3 3 14.00
19 3 3 3 3 3 15.00
20 3 3 2 2 2 12.00
21 2 2 2 3 4 13.00
22 3 4 4 3 3 17.00
23 3 4 4 3 3 17.00
24 2 2 4 2 2 12.00
25 3 2 2 3 2 12.00
26 3 2 2 3 2 12.00
27 3 3 3 3 3 15.00
28 3 3 3 3 3 15.00
29 3 3 2 3 3 14.00
30 3 3 2 3 3 14.00
0.29 0.51 0.58 0.19 0.26 3.91

INTERNAL
VARIABLES VALUES
CONSISTENCY
NO. OF ITEMS 5
SUM OF THE ITEM
1.84
VARIANCE
VARIANCE TOTAL
3.91
SCORE
CRONBACH'S ALPHA 0.65

INTERPRETATION
>0.81-1.00 Very Reliable
>0.61-0.80 Reliable
>0.41-0.60 Quite Reliable
>0.21-0.40 Rather Reliable
>0.0-0.20 Less Reliable

44
Variable 2

RESPONDENTS Q1 Q2 Q3 Q4 Q5 TOTAL
1 3 4 4 3 3 17.00
2 3 4 4 3 3 17.00
3 3 4 4 3 3 17.00
4 3 4 4 3 3 17.00
5 3 4 4 3 3 17.00
6 3 4 4 3 3 17.00
7 3 4 4 3 3 17.00
8 3 4 4 3 3 17.00
9 3 4 4 3 3 17.00
10 3 3 4 4 3 17.00
11 3 3 1 2 3 12.00
12 3 4 4 3 3 17.00
13 3 3 3 3 3 15.00
14 3 3 1 3 4 14.00
15 3 2 1 4 3 13.00
16 3 3 1 2 4 13.00
17 3 3 1 2 4 13.00
18 3 3 1 3 3 13.00
19 3 3 2 2 3 13.00
20 3 2 2 2 2 11.00
21 3 1 1 1 1 7.00
22 3 1 3 3 3 13.00
23 3 4 3 3 3 16.00
24 3 2 2 1 2 10.00
25 3 3 2 2 2 12.00
26 3 3 2 2 2 12.00
27 3 3 4 4 3 17.00
28 3 4 1 4 4 16.00
29 4 4 1 2 3 14.00
30 2 2 1 2 2 9.00
0.06 0.80 1.71 0.61 0.642 7.68

INTERNAL
VARIABLES VALUES
CONSISTENCY
NO. OF ITEMS 5
SUM OF THE ITEM
3.61
VARIANCE
VARIANCE TOTAL
7.68
SCORE
CRONBACH'S ALPHA 0.66

INTERPRETATION
>0.81-1.00 Very Reliable
>0.61-0.80 Reliable
>0.41-0.60 Quite Reliable
>0.21-0.40 Rather Reliable
>0.0-0.20 Less Reliable

45
Variable 3

RESPONDENTS Q1 Q2 Q3 Q4 Q5 TOTAL
1 3 3 3 4 3 16.00
2 3 3 3 4 4 17.00
3 3 3 4 4 3 17.00
4 3 3 4 3 3 16.00
5 3 3 4 4 3 17.00
6 3 3 4 3 3 16.00
7 3 4 4 3 3 17.00
8 3 2 4 3 4 16.00
9 3 2 3 4 3 15.00
10 3 3 3 3 3 15.00
11 3 3 2 3 2 13.00
12 4 4 4 4 4 20.00
13 3 4 3 4 3 17.00
14 3 3 2 2 3 13.00
15 3 4 3 3 3 16.00
16 2 3 3 3 3 14.00
17 2 3 3 3 3 14.00
18 4 2 4 2 4 16.00
19 2 3 3 3 3 14.00
20 2 2 3 3 3 13.00
21 3 4 4 2 3 16.00
22 3 3 3 3 3 15.00
23 3 3 3 3 3 15.00
24 2 2 3 3 2 12.00
25 2 3 2 3 3 13.00
26 3 3 3 3 3 15.00
27 4 3 3 4 4 18.00
28 3 3 3 3 4 16.00
29 3 3 3 4 4 17.00
30 2 3 3 3 3 14.00
0.31 0.33 0.36 0.36 0.27 2.97

INTERNAL
VARIABLES VALUES
CONSISTENCY
NO. OF ITEMS 5
SUM OF THE ITEM
1.64
VARIANCE
VARIANCE TOTAL
2.97
SCORE
CRONBACH'S ALPHA 0.94

INTERPRETATION
>0.81-1.00 Very Reliable
>0.61-0.80 Reliable
>0.41-0.60 Quite Reliable
>0.21-0.40 Rather Reliable
>0.0-0.20 Less Reliable
46
Variable 4
RESPONDENTS Q1 Q2 Q3 Q4 Q5 TOTAL
1 4 4 4 4 3 19.00
2 4 4 3 3 3 17.00
3 4 4 3 3 3 17.00
4 3 3 4 4 3 17.00
5 4 4 3 3 3 17.00
6 3 3 4 3 3 16.00
7 3 3 4 4 4 18.00
8 3 3 4 4 4 18.00
9 4 4 3 3 3 17.00
10 4 4 3 3 3 17.00
11 4 4 3 3 3 17.00
12 4 3 4 3 3 17.00
13 4 4 3 2 2 15.00
14 4 3 4 3 2 16.00
15 4 4 3 4 3 18.00
16 4 3 3 3 3 16.00
17 2 3 3 3 3 14.00
18 1 3 4 4 4 16.00
19 2 3 2 3 3 13.00
20 4 3 3 3 3 16.00
21 2 3 2 3 4 14.00
22 4 3 3 3 3 16.00
23 4 3 3 3 3 16.00
24 2 2 2 2 2 10.00
25 2 2 3 3 2 12.00
26 3 3 3 3 3 15.00
27 3 3 3 4 4 17.00
28 3 3 3 3 3 15.00
29 2 3 2 3 3 13.00
30 2 3 2 3 2 12.00
0.82 0.31 0.42 0.27 0.33 4.14

INTERNAL
VARIABLES VALUES
CONSISTENCY
NO. OF ITEMS 5
SUM OF THE ITEM
2.16
VARIANCE
VARIANCE TOTAL
4.14
SCORE
CRONBACH'S ALPHA 0.67

INTERPRETATION
>0.81-1.00 Very Reliable
>0.61-0.80 Reliable
>0.41-0.60 Quite Reliable
>0.21-0.40 Rather Reliable
>0.0-0.20 Less Reliable 47
Variable 5
RESPONDENTS Q1 Q2 Q3 Q4 Q5 TOTAL
1 3 4 3 4 3 17.00
2 3 2 4 2 3 14.00
3 3 3 2 3 3 14.00
4 3 3 3 3 3 15.00
5 3 3 4 4 4 18.00
6 4 3 3 4 3 17.00
7 3 3 3 3 3 15.00
8 3 4 4 4 4 19.00
9 3 3 4 4 4 18.00
10 3 3 3 3 3 15.00
11 3 3 3 4 4 17.00
12 3 3 2 2 2 12.00
13 4 3 2 2 3 14.00
14 3 3 2 3 4 15.00
15 3 3 2 3 3 14.00
16 2 2 3 3 3 13.00
17 4 4 2 3 4 17.00
18 2 2 3 3 3 13.00
19 4 4 4 4 4 20.00
20 3 3 3 2 3 14.00
21 3 3 3 3 3 15.00
22 3 3 3 3 3 15.00
23 2 3 3 2 2 12.00
24 2 2 2 2 2 10.00
25 3 3 3 3 3 15.00
26 4 4 4 4 4 20.00
27 3 4 4 4 3 18.00
28 3 3 3 3 3 15.00
29 2 3 3 2 2 12.00
30 3 2 3 3 3 14.00
0.33 0.36 0.46 0.52 0.38 5.77

INTERNAL
VARIABLES VALUES
CONSISTENCY
NO. OF ITEMS 5
SUM OF THE ITEM
2.07
VARIANCE
VARIANCE TOTAL
5.77
SCORE
CRONBACH'S ALPHA 0.82

INTERPRETATION
>0.81-1.00 Very Reliable
>0.61-0.80 Reliable
>0.41-0.60 Quite Reliable
>0.21-0.40 Rather Reliable 48
>0.0-0.20 Less Reliable
Variable 6

RESPONDENTS Q1 Q2 Q3 Q4 Q5 TOTAL
1 3 4 3 4 3 17.00
2 4 4 4 4 4 20.00
3 4 4 3 3 3 17.00
4 4 4 3 4 3 18.00
5 3 4 4 3 4 18.00
6 3 4 3 2 3 15.00
7 4 4 3 3 3 17.00
8 4 4 3 4 4 19.00
9 4 4 3 4 4 19.00
10 4 4 4 4 4 20.00
11 4 4 3 3 3 17.00
12 2 4 3 3 3 15.00
13 4 4 3 3 3 17.00
14 4 4 4 4 4 20.00
15 4 4 4 3 3 18.00
16 4 4 3 4 4 19.00
17 3 4 4 4 4 19.00
18 4 4 4 4 4 20.00
19 4 3 4 3 4 18.00
20 3 4 4 3 3 17.00
21 3 4 4 4 3 18.00
22 3 2 3 4 3 15.00
23 4 3 2 3 3 15.00
24 4 2 4 4 4 18.00
25 4 4 3 2 2 15.00
26 4 4 4 4 4 20.00
27 3 4 3 3 3 16.00
28 4 4 4 4 4 20.00
29 3 4 3 3 3 16.00
30 3 4 3 4 3 17.00
0.30 0.29 0.30 0.38 0.30 2.82

49
 INTERNAL
VARIABLES VALUES
CONSISTENCY
NO. OF ITEMS 5
SUM OF THE ITEM
1.59 Cronbach’s Number of
VARIANCEVARIABLES Interpretation
Alpha Items
VARIANCE TOTAL
2.82
SCORE
CRONBACH'S ALPHA1 0.54 0.65 5 Reliable

INTERPRETATION
2 0.66 5 Reliable
>0.81-1.00 Very Reliable
>0.61-0.80 Reliable
>0.41-0.60 3 0.94
Quite Reliable 5 Very Reliable
>0.21-0.40 Rather Reliable
>0.0-0.20 4 Less Reliable
0.67 5 Reliable

5 0.82 5 Very Reliable

Overall 6 0.54 5 Quite Reliable

50
 APPENDIX G
SPSS Output or Statistical Output

MEAN STANDARD DEVIATION COMPOSITE MEAN

FA1 3.04 0.70

FA2 3.11 2.10

FA3 2.78 0.94 3.004

FA4 3.04 0.71

FA5 3.03 0.69

MEAN STANDARD DEVIATION COMPOSITE MEAN

FS1 2.94 0.80

FS2 2.90 0.82

FS3 2.47 1.15 2.87

FS4 3.04 0.86

51
FS5 3.00 0.88

MEAN STANDARD DEVIATION COMPOSITE MEAN

TM1 3.00 0.78

TM2 3.01 0.75

TM3 3.01 0.77 3.06

TM4 3.03 0.76

TM5 3.27 0.79

MEAN STANDARD DEVIATION COMPOSITE MEAN

WP1 3.21 0.80

WP2 3.10 0.74

WP3 3.02 0.81 3.08

WP4 3.03 0.75

WP5 3.04 0.80

MEAN STANDARD DEVIATION COMPOSITE MEAN

OP1 3.10 0.77

OP2 3.07 0.74

OP3 3.17 0.77 3.11

OP4 3.06 0.79

OP5 3.13 0.75

52
 MEAN STANDARD DEVIATION COMPOSITE MEAN

R1 3.46 0.58

R2 3.45 0.62

R3 3.59 0.52 3.50

R4 3.52 0.54

R5 3.46 0.58

Curriculum Vitae

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