1

CHAPTER 1

INTRODUCTION

Rationale

Procrastination or postponing is a habit that many people see as long

as researchers believe it is one of the innate human tendencies. It is

expressed in a variety of situations in which among the types of

procrastination, academic procrastination is the most common. This type of

procrastination has been defined as the primary tendency to procrastinate

schoolwork and is most often associated with anxiety. An obvious example is

postponing lesson study to exam night, and the resulting impatience affects

students (Moonaghi, 2014).

In United States, to analyze their procrastination behavior, 264 Chinese

overseas students enrolled in three public universities in the United States

were utilized as a convenience sample. Despite the fact that there were no

significant mean gender differences on any of the measures, the results

reveal that the independent factors had different effects on postponing

behavior depending on gender. Homelessness and prejudice were found to

have a strong association with academic procrastination in males. Academic

procrastination in females was found to be substantially connected with

academic self-efficacy English language competency culture shock and stress

and academic self-efficacy. Age marital status undergraduate or graduate

status and time spent in the country are all factors (Lowinger, et.al, 2014).
 2

In Philippines particularly, Bulacan State University, in order to

investigate the differences in procrastination behaviors among the students in

terms of gender, academic courses, level of performance, and level of

academic self-efficacy, responses from 200 college students at Bulacan State

University in the Philippines were gathered. Independent samples t-test was

used to evaluate the predicted difference in procrastination scores. The

findings showed that procrastination differs by gender, with male students

procrastinating more than female students. Students who described

themselves as having low academic self-efficacy scored much higher on

procrastination than those who did. Based on the kind of academic course

they were taking and their degree of achievement, there was no discernible

difference in procrastination scores (Mandap, 2016).

In Local, Mr. Joel Escolano states that, student procrastinates because

of different cases it could be; loss of interest, addiction, financial problem, the

house of the student is far from school, etc. It is also his problem because he

experiences this situation and, as a student he is also concern to his co-

student in Saint Jude Academy of Mindanao Inc.

This research will provide information about procrastination and

academic performance of our respondents. Additionally, it will give insights of

how procrastination effect to academic performance of a student or thus the

procrastination effect academic performance.

Research Objectives
 3

The purpose of the study is to identify the important relationship of the

Effects of Procrastination and Academic Performance of the Grade 11 Student

of Saint Jude Academy of Mindanao Foundation Inc.

The particular goals of this study are to address the following questions:

1. To address the effect of Procrastination in terms of;

1.1 Lack of motivation;

1.2 Low self-confidence;

1.3 Fear of failure;

1.4 Lack of understanding;

1.5 Low energy level;

2. To address Academic Performance in terms of:

2.1 Interest in topic;

2.2 Motivation;

2.3 Self Esteem;

2.4 Communication;

2.5 Personality.

3. To determine relationship the connection between Effects of Procrastination

and Academic Performance among Grade 11 students of SJAMFI

Hypothesis
 4

The null hypothesis which were tested at the 0.05 level of significance

stated that there is no significant relationship between the Grade 11 student’s

procrastination and academic performance.

Review Related Literature

Following a thorough search through numerous books, websites, and

studies, this section discusses theories, concepts, and expert opinions that

are pertinent to the study in order to give readers a frame of reference for

understanding how procrastination affects academic performance.

Procrastination

Procrastination is a complex psychological behavior that affects

everyone to some degree or another. With some it can be a minor problem;

with others, it is a source of considerable stress and anxiety. It is only

remotely related to time man-agreement you fool yourself by thinking up

reasons to wait one more week or one more day. The best thing is that;

procrastination is so easy to stop. You just have to quit being lazy, make up

your mind to get it done, and just do it (Devi & Dhull, 2017).

Although procrastination is a deviance of the norm of education, there

are more students who procrastinate than students who get everything done

as soon as it is assigned. The standard has been changed; it is now standard

behavior to procrastinate since the majority of the social group participates.

However, many students spend much time do after unnecessarily things

instead they supposed to read their books to acquire knowledge, but they lure

to concentrate on irrelevance things and this contributes to their poor

academic performance on their studies. (Ojo, 2019).

 5

Additionally, procrastination is a behavior that evades the task. The two

key features of procrastination are postponement and irrationality.

Procrastination is often manifested by the use of non-urgent tasks instead of

urgent ones, with simple and happy work instead of a difficult one.

Procrastination can lead to mental illnesses such as guilt, discontent,

depression, and self-doubt. There is widespread delay in the time spent by

senior high students, and it is estimated that most of senior high students

have procrastination; almost all of them think they are procrastinators. Delay

has become an important factor affecting the mental health of senior students

(Feng, Huang & Liu, 2018).

Considering the fact that procrastination and especially academic

procrastination is a relatively common phenomenon, and it is increasing by

technological progress, and given its impacts on physical and mental health of

human as well as its consequences on academic progress and social

activities, identification of procrastination especially academic procrastination,

its characteristics, planning and strategies for coping should be taught to the

teachers and students, and motivation should be created for its prevention

and coping so that its prevalence is reduced as much as possible (Moonaghi

& Beydokhti, 2018).

The general population tends to struggle with procrastination, but

students in particular have extremely high rates of consistent academic

procrastination. Many students will procrastinate their schoolwork or studying

right up until the deadline. Although students can recognize themselves that

procrastination is a harmful habit, it is difficult for students to avoid. However,

it is important that researchers first determine the root cause of

 6

procrastination in order to create an intervention plan. Procrastination can be

seen as a failure of self-control, which can encompass many different

variables concerning the self-including: self-compassion, self-forgiveness,

self-esteem, self-efficacy, and self-regulation (Van Eerde & Klingsieck 2018).

Academic Performance

A crucial element of education is student academic performance, which

is seen as the hub around which the entire educational system revolves. Any

academic institution's success or failure is determined on the academic

performance of its students. Additionally, it has been maintained that students'

intellectual success directly affects a nation's socioeconomic progress. The

academic success of students, according to Abaidoo, serves as a foundation

for knowledge acquisition and the growth of abilities. (Abaidoo, 2018)

Lastly, academic success is influenced by a variety of factors, such as

parents' educational background and financial status, instructors' subject-

matter expertise, absenteeism, textbook accessibility and availability, libraries,

practical labs, lunch availability, and many other factors. Academic

achievement has been found to be significantly influenced by the home

environment. Children who live in poverty could be exposed to less

stimulating environments and educational resources. (Koranteng, 2019).

The aforementioned just highlighted the importance of the relevant

literatures to the present study, which is focused on the academic

performance of the respondents. The researchers' opinions about the

direction and constraints on the study's themes have benefited greatly from

some of the items in the relevant literature on academic achievement.

 7

Motivation. The motivation of students is crucial in education. The

term "motivation" refers to a broad idea that encompasses requests, desires,

requirements, impulses, and interests. The first step in learning a lesson is

motivation, which also mobilizes the student and helps the student carry out

his or her duties during the school year. Students desire to participate actively

in class as a partner in the learning process. It is a conduct that the teacher

needs to model. It should be clear what the pupils in the classroom need to

learn. The student's unfavorable behavior and failure are intimately tied to the

unfavorable learning environment that was established for him (Sivrikaya,

2019).

Furthermore, the goal of the motivation idea is to make human

behavior clear. The foundation of human aspirations and accomplishments is

motivation. It gives people the motivation they need to act and meet their

needs. It is the force that propels us forward in the face of all difficult and

challenging situations. Basically, it motivates people to behave in order to

fulfill a need, expect, or goal. (Gopalan, 2020).

The above studies have emphasized the usefulness of motivation in

the academic performance of students which make it parallel to the present

study. Enhanced understanding on the topics is also ensured through the

related studies above.

Personality. Individual’s personality refers to relatively stable and

characteristic patterns of cognition, emotion, and behavior that vary across

individuals. Personality tendencies to certain emotional experiences, such as

anxiety or positive emotions may similarly influence wellbeing as life

 8

satisfaction judgements are colored by both current emotional states and by

memories of past emotions (Vassend, 2018).

Correspondingly, personality marks the relatively stable individual

difference in physical appearance, behavior and experience of humans over

time. One of the most prominent personality models is the model of the five

big personality factors which is the dominant approach for representing the

human trait structure today. The big five personality factors include:

neuroticism, extraversion, agreeableness, conscientiousness, and openness

to experience. Neuroticism refers to the vulnerability to emotional instability

and self-consciousness (Vapor, 2020).

Lastly, personality characteristics replicate people’s attribute patterns of

thoughts, feelings, and behaviors. Personality suggest consistency and

stability, and that someone who scores excessively on a precise trait like

extraversion is anticipated to be sociable in distinct situations over time.

Personality is said to be one of the factors that affect academic performance

either positively or negatively. It is important in predicting success in various

domains and it has been recognized as a determining factor on how people

learn (Diener, 2018).

The above readings are relevant and related to the present study for it

is concerned with the personality or the individual differences in characteristic

patterns of thinking, feeling and behaving. Some of the items in the related

literatures about the one factor of academic performance which is personality

have helped the researchers in developing the ideas concerning the direction

and limitations on the topics involved.

 9

Interests. Interests play a significant impact in both the learning

process and the growth of a student's capacity for thought. The academic and

career choices of students are significantly influenced by their interests. Of

course, it is the teacher's job to build links between students' interests and

new information. When students are interested in what they are learning, it is

hoped that they will pay closer attention, process the material more quickly,

and use more efficient learning techniques, such as critical thinking, drawing

connections between previously learned material and new information, and

paying attention to deep structure rather than surface features. Additionally,

when kids are engaged in a task, they will work harder and persevere longer,

using more of their self-control abilities (Kusmaryati, 2017).

However, both the cause of an activity and its outcome can be due to

interest. Mangal also claimed that interest causes students to have a strong

interest towards specific topics that make students have a want to know more

of an object without any compulsion from someone. Interest will arise if there

are external stimuli and a predisposition to be interested in one subject

(Mangal, 2017).

From the explanation above, the researcher can conclude that interests

are related with academic performance. Interest is something that is shown by

the students to participate and learn well. It has helped the researchers in

developing the ideas concerning the direction and limitations on the topics

involved.

Theoretical Framework
 10

A psychological theory of human learning and memory is the social

cognitive theory. Development, which served as the study's theoretical

underpinning. According to social cognitive theory, learning in students

happens as a result of interactions between environment, cognition, and

behavior. Based on their self-efficacy, or assessment of their capacity to deal

with their current reality, felt that as pupils learn, they self-direct or self-

regulate their surroundings. Students who have the ability to self-regulate

should be able to track or monitor their own behaviors, assess the efficacy of

their efforts, and react to their behavior by changing, rewarding, or dismissing

it (Bandura, 1986).

According to social cognitive theory, self-regulation is goal-dependent.

Students can control their thoughts and behaviors to attain particular goals,

including higher academic achievement. Procrastination is a behavior that

shows a lack of self-control or self-regulation and may be linked to lower

academic accomplishment and academic self-efficacy. Students who

frequently express procrastination may also have lower levels of academic

self-efficacy, which will lead to worse academic accomplishment, in

accordance with social cognition theory. Academic self-efficacy is unique to

particular settings or circumstances. Students must adapt self-directed

learning processes to specific domains in educational settings and feel

effective in doing so (Schunk, 2001).

Have the power to decide on and control their own course of activity.

The capacity to create one's own goals and self-evaluate one's performance

in educational settings depends on incentive provided by internal standards.

The belief in one's skills to plan and carry out the necessary actions and
 11

produce the desired results is known as self-efficacy. Self-confidence in one's

capacity to accomplish academic goals is known as academic self-efficacy

(Bandura, 1977).

Self-efficacy affects student achievement behaviors in a classroom

through activity selection, effort, expenditure, persistence, and learning.

Students who are confident in their ability to learn put in greater effort and

persevere longer. Students' behaviors then alter their level of self-efficacy.

Students track their advancement toward learning objectives as they complete

tasks. Progress shows they are making progress and raises their level of

academic self-efficacy (Schunk, 2004).

Students form opinions about their level of academic self-efficacy in relation to

particular skills (Pajares, 1996).

Regardless of ability levels, students with high levels of self-efficacy in

their academic abilities have been demonstrated to have high achievement

(Collins, 1982).

In the context of student learning, the complex links between academic

procrastination, academic self-efficacy, and academic accomplishment are

particularly well-suited to be explained by social cognitive theory. When

coupled with a lack of self-confidence in their ability to succeed academically,

academic procrastination in college students can result in inferior academic

accomplishment (Bandura, et.al., 1997).

Academic procrastination is a practice that is clearly related to a

student's capacity for self-directed learning. According to social cognitive

theory, students who have a high sense of academic self-efficacy employ

 12

cognitive methods more frequently, effectively manage their time and learning

settings, and constantly monitor and regulate their learning. Students that

delay less are probably more confident in their academic abilities, which will

lead to greater success in school (Pintrich & Schraubern, 1992).

Conceptual Framework

The independent variables of this study are procrastination with the top

reasons why do students procrastinate it includes: lack of motivation, low self-

confidence, fear of failure, lack of understanding, trouble of concentrating,

perfectionism, low energy level and poor organizational skill (Oxford, 2017).

The dependent variable of the study is academic performance and it

has five indicators. Interest in topic which means how do the student willing to

listen to the topic, motivation, self-esteem, personality and communication

(Marti, 2003).
 13

Independent Variable Dependent Variable

Procrastination Academic Performance

 Lack of Motivation  Interest in Topic

 Low Self-confidence  Motivation

 Fear of Failure  Self-esteem

 Lack of Understanding  Personality

 Low Energy Level  Communication

Figure 1. Conceptual Framework showing the variables of the Study

 14

Significance of the Study

The purpose of this study is to provide information about how

procrastination affects students' academic performance and to provide

solutions to the problem. The results of this study will be useful information for

people in various academic fields, particularly in the field of education. The

outcome might be very important and advantageous for the following.

This study will give the DepEd information of the effect of

procrastination of the academic performance. The findings will also provide so

they can make a move to avoid this kind of case and to make some help so

students will stop procrastinate.

This study's findings will give the school administrator a better grasp

of how students' learning and academic performance are impacted by

procrastination. The findings will also be advantageous to them since they

may use this research as the foundation for developing policies, programs,

and initiatives that will improve teachers' capacity for fostering favorable

emotional aspects in the teaching-learning process.

The results of this study will also be useful to teachers in identifying

the procrastination-related strengths and weaknesses of their pupils and how

this affects their academic achievement. The instructor can also use the

research tools in the study's independent variable to track procrastination so

that they can provide students with themes for social interaction.
 15

Similarly, the study's findings will also be helpful to the student since

they can use them to determine whether procrastinating has a positive or bad

impact on their academic achievement.

Finally, this study will also be help future researchers who can utilize

it as a great resource when creating new studies that are related to it. It will be

difficult to reproduce the study or carry it out using alternative approaches due

to its flaws and other restrictions.

Definition of Terms

The study's two key keywords are conceptually and practically defined.

Procrastination. To a widespread self-regulatory failure that alludes to

deferring necessary actions required to successfully complete tasks on time,

and instead engaging in activities that are more rewarding with short term

over long term gain. These terms are used in this study, there are: lack of

motivation, low self-confidence, fear of failure, lack of understanding, trouble

of concentrating, perfectionism, low energy level and poor organization skill

(Aremu, Williams, & Adesina, 2011).

Academic Performance, is the knowledge acquired that is evaluated

by a teacher using grades and/or educational objectives that students and

teachers set to be accomplished over a predetermined amount of time. These

terms are used in this study, there are: interest in topic, motivation, self-

esteem, personality and communication (Narad & Abdullah, 2016).

 16

CHAPTER 2

METHODOLOGY

This chapter discusses the methods and procedures for collecting

necessary data for the study, the research design, location, research subjects

or respondents, research instruments, data gathering procedure, sampling

techniques, and statistical treatment of data used by the researchers.

Research Design

The researchers used the descriptive-quasi-experimental research

design since the objective of the study is to determine the relationship of the

two variables under study. This is the appropriate method for this research

project the fact that the variables like procrastination and academic

performance are attribute variables. It will also be using the quasi-

experimental research design specifically the descriptive design in order to

know the effect of procrastination on the academic performance of the

students.

Research Locale

Figure 2 shows the study location which is the Saint Jude Academy of

Mindanao Foundation Inc. found at Kapalong, Davao del Norte, Philippines.

The institution is located at Purok 10-A Maniki in Tagum- Circumferential Road

 17

8113 Kapalong, Philippines. Geographically, it is situated along the Northwest

part of the Province of Davao del Norte. It is bounded on the north by the

Province of Agusan Sur, on the South municipalities of Asuncion and Sto.

Tomas, on the East by the Municipality of Asuncion and on the West by the

Municipality of Talaingod and Province of Bukidnon.

Figure 2. Vicinity Map of Saint Jude Academy of Mindanao Foundation Inc.

 18

Population and Sample

This research involves grade 11 students from Saint Jude Academy of

Mindanao Foundation Inc. located at the Municipality of Kapalong, Province of

Davao del Norte. The research uses convenience sampling as a sampling

method. Convenience sampling is a non-probability sampling method which

simply includes the individuals who happen to be most accessible to the

researcher.

Academic performance can determine what are the situation of each

students when it comes on how they performed or acted at school. The

researchers used survey with the help of school administrator, teachers and

even parents to determine the Effect of Procrastination to Academic

Performance.

Research Instrument

Researchers used researcher-designed questionnaires for independent

and dependent variables that fit the study. The first set of questionnaires were

indicators of student procrastination, addressing lack of motivation, low self-

confidence, fear of failure, lack of understanding, and low energy levels. The

second set of questionnaires addressed grade 11 school performance as

 19

indicators of interest of topic, motivation, self-esteem, communication, and

personality.

To facilitate the interpretation of the data collected in this study, the

researchers created a table representing five ranked categories of

procrastination with their respective averages.

Range of Descriptive Description

Means Equivalent
4.30-5.00 Very High If the measure describe in
procrastination item is evident.
3.50-4.20 High If the measure describe in
procrastination item is
oftentimes evident.
2.70-3.40 Moderate If the measure describe in
procrastination item is
sometimes evident.
1.90-2.60 Low If the measure describe in
procrastination item is seldom
evident.
1.00-1.80 Very Low If the measure describe in
procrastination item is never
evident.

The five categories of academic performance that can be organized are

classified as follows:

Range of Descriptive Description

Means Equivalent
4.30-5.00 Very High If the measure describe in
academic performance item is
evident.
3.50-4.20 High If the measure describe in
academic performance item is
oftentimes evident.
2.70-3.40 Moderate If the measure describe in
academic performance item is
sometimes evident.
 20

1.90-2.60 Low If the measure describe in

academic performance item is
seldom evident.
1.00-1.80 Very Low If the measure describe in
academic performance item is
never evident.

Data Collection

In gathering data, the researchers observe the following steps.

Seeking the Permission to Conduct the Study. The researchers

made a letter to the principal to give the researchers a permission to allow

them to get inside the classroom to get the responds from their respondents.

Distribution and Retrieval of the Questionnaire. With the principal's

approval, the researchers distributed the survey tools directly to the

respondents and conducted the study. After the respondent completed the

test questionnaire, researchers obtained the test questionnaire from the

respondent.

Collection and Tabulation of the Data. This time, research tools are

acquired, reviewed, and assembled for gathering of collected data.

Statistical Tools

To calculate the data for this study using the following statistical tools

and also according to the researcher's goal at the significance level of 0.05.
 21

Mean. This was used to determine a student's level of procrastination

and academic performance.

Pearson R. This was used to determine a significant association

between procrastination and student academic performance.

 22

CHAPTER 3

RESULTS

The responses of the respondents on the effect of procrastination and

academic performance are presented and analyzed in this section. The topics

discussed are level of procrastination; level of academic performance; and

correlations between procrastination and academic performance of the grade

11 students in Saint Jude Academy of Mindanao Foundation Inc.

Level of Procrastination in Terms of Lack of Motivation

Presented in Table 1 are the mean scores of the respondents’

response on their level of procrastination in terms of lack of motivation. The

data revealed that the highest mean score of 3.48 or high was obtained from

item No. 4. When my parents are fully support on me.

Table 1. The Level of Procrastination in Terms of Lack of Motivation

Lack of Motivation Mean Description

I’ve been motivated when the topic was quite 2.92 Moderate
interesting

I’ve been motivated when I am stable on 2.83 Moderate

financial support
Studying give me motivation to achieve my 3.2 Moderate
goals/plans
When my parents are fully support on me 3.48 High
I’ve been motivated when there are no struggles 3.04 Moderate
in my study
Overall 2.85 Moderate
 23

The data revealed the lowest mean was no. 2 I've been motivated

when I am stable on financial support with a mean score of 2.83. The table

presented the highest mean score which indicates that the item was

sometimes manifested and the lowest mean score which indicates that the

item was also sometimes manifested. This implies that the lack of motivation

of the students is a factor on why do they procrastinate.

The level of the procrastination in terms of lack of motivation has a total

mean of 3.09 described as moderate. This means that the respondents

sometimes manifested the items in terms of lack of motivation.

Level of the Procrastination in Terms of Low Self-confidence

Presented in Table 2 are the mean scores of the respondents’

response on their level of procrastination in terms of low Self-confidence. The

data revealed that the highest mean score of 3.17 or moderate was obtained

from item No. 3: A lot of friends. The data also revealed the lowest mean

score which is 2.65 or moderate was obtained from item No. 2: My parents

didn't give me a lot of allowance. The table presented the highest mean score

indicated that the item was sometimes manifested and the lowest mean score

indicated that the item was sometimes manifested.

Table 2. The level of Procrastination in Terms of Low Self-confidence

Low Self-confidence Mean Description

I have my insecurities in my self 2.89 Moderate
My parents didn’t give me a lot of allowance 2.65 Moderate
A lot of friends 3.17 Moderate
I’ve got new things phone, shirts things and 2.65 Moderate
etc.
I’m not good on outfits 2.87 Moderate
Overall 2.85 Moderate
 24

The level of the procrastination in terms of low self-confidence has a

total mean of 2.85 described as moderate. This means that the respondents

oftentimes manifested the items in terms of self-identity. The high level could

be attributed to the high rating given by the respondents to majority of the

items.

Level of Procrastination in Terms of Fear of Failure

Presented in Table 3 are the mean scores of the respondents’

response on their level of procrastination in terms of fear of failure. The data

revealed that the highest mean score of 2.93 or moderate was obtained from

item No.5: It can cause a big problem to step forward. The data also revealed

the lowest mean score which is 2.54 or low was obtained from item No. 3: It

may also engage me in negative self-talk or having low self-confidence that

makes difficult to pursue my goals.

Table 3. Level of Procrastination in Terms of Fear of Failure

Fear of Failure Mean Description

It can affect my school performance 2.90 Moderate
It can affect on how I interact with other people 2.75 Moderate
It may also engage me in negative self-talk or 2.54 Low
having low self-confidence that makes difficult to
pursue my goals
My parents would be mad if I fail some of my 2.80 Moderate
subjects
It can cause a big problem to step forward 2.93 Moderate
Overall 2.78 Moderate

The table presented the highest mean score indicated that the item

was sometimes manifested and the lowest mean score indicated that the item
 25

was seldom manifested. This implies that students need to overcome those

fears so they can stay up.

The level of procrastination in terms of fear of failure has a total mean

of 2.78 describe as moderate. This means that the respondents sometimes

manifested the said items in terms of fear of failure. The high level could be

attributed to the high rating given by the respondents to majority of the items.

Level of Procrastination in Terms of Lack of Understanding

Presented in Table 4 are the mean scores of the respondents’

response on their level of procrastination in terms of lack of understanding.

The data revealed that the highest mean score of 3.48 or high was obtained

from item No. 4. When my parents are fully support on me.

Table 4. The Level of Procrastination in Terms of Lack of Understanding

Lack of Understanding Mean Description

Getting to the point as quick as possible 2.62 Moderate
I’m going to ask a lot of questions that I didn’t 2.92 Moderate
understand
Thinking of my problems (because that makes 2.72 Moderate
me not to listen on the discussion)
Being annoyed by a seatmate/classmate 2.85 Moderate
I also discuss with my seatmates while the 2.87 Moderate
teacher is also discussing in front
Overall 2.79 Moderate

The data revealed the lowest mean was no. 1 Getting to the point as

quick as possible with a mean score of 2.62. The table presented the highest

mean score which indicates that the item was sometimes manifested and the

lowest mean score which indicates that the item was also sometimes
 26

manifested. This implies that the lack of understanding of the students is a

factor on why do they procrastinate.

The level of the procrastination in terms of lack of motivation has a total

mean of 3.09 described as moderate. This means that the respondents

sometimes manifested the items in terms of lack of motivation.

Level of Procrastination in Terms in Low Energy Level

Presented in Table 5 are the mean scores of the respondents’

response on their level of procrastination in terms of Low Energy Level. The

data revealed that the highest mean score of 2.83 or moderate was obtained

from item No. 2: Lack of sleep. The data also revealed the lowest mean score

which is 2.44 or moderate was obtained from item No. 5: Hating the

teacher/the reporter who do discussion in front. The table presented the

highest mean score indicated that the item was sometimes manifested and

the lowest mean score indicated that the item was seldom manifested.

Table 5. The Level of Procrastination in Terms of Low Energy Level

Low Energy Level Mean Description

Boring discussion 2.75 Moderate
Lack of sleep 2.83 Moderate
Not interested on the discussion (subject) 2.63 Moderate
Having no friends 2.63 Moderate
Hating the teacher/the reporter who do 2.44 Low
discussion in front
Overall 2.66 Moderate

Summary on the Level of Procrastination

Shown in Table 6 are the mean scores for the indicators of

procrastination with an overall mean score of 2.83 with a descriptive

 27

equivalent of moderate. The high level could be attributed to the high rating

given by the respondents to majority of the indicators. This means that the

respondents were sometimes manifested the items in lack of motivation, low

self-confidence, fear of failure, lack of understanding and low energy level.

This implies that the student’s peer influence can be seen through these five

sources.

The cited overall mean score was the result obtained from the

computed mean score 3.09 or moderate for lack of motivation, 2.85 or

moderate for low self-confidence, 2.78 or moderate for fear of failure, 2.79 or

moderate for lack of understanding, and 2.66 or moderate for low energy

level.

The total mean rating for the indicator low energy level was 2.66

described as moderate. The high level of this indicator indicated that the

procrastination of students in terms of low energy level was sometimes

manifested by the students.

Similarly, the respondents had an agreeable rating on the other

indicators as one of the indicators of procrastination. Its mean rating

sometimes manifested.

Table 6. Summary on the Level of Procrastination of Students

Indicators Mean Description

Lack of Motivation 3.09 Moderate
Low Self-confidence 2.85 Moderate
Fear of Failure 2.78 Moderate
Lack of Understanding 2.79 Moderate
Low Energy Level 2.66 Moderate
Overall 2.83 Moderate
 28

Data indicated that the respondents displayed a favorable rating

towards lack of motivation as indicator of procrastination. With a total mean

score of 3.09, it can be stated that respondents manifested high level on the

following items from the appended questionnaire.

Level of Academic Performance in terms of Interest in Topic

Shown in Table 7 are the mean scores of the respondents’ response on

their level of academic performance in terms of interest in topic. The data

revealed that the highest mean score which is 3 or moderate was obtained

from item No. 4: I'll encourage myself to have interest to the topic. This means

that the respondent sometimes manifested the item. The lowest mean score

is 2.72 or moderate from item No. 2: To understand the discussion

immediately.

Table 7. The Level of Academic Performance in Terms of Interest in Topic

Interest in Topic Mean Description

I need to focus and never forget then 2.87 Moderate
discussion
To understand the discussion immediately 2.72 Moderate
I will be developing fun in my studies so I 2.93 Moderate
can be able to focus and get interested to
the topic
I’ll encourage myself to have interest to the 3 Moderate
topic
I need to meditate to relax and rejuvenate 2.86 Moderate
and get interested to the topic
Overall 2.88 Moderate

This suggests that the students who manage to promote learning and

influence others has a good academic performance, however, when students

have lack of confidence about their thoughts, it would lead to negative results.
 29

The overall mean indicated as moderate based on the result of the

ratings given by the respondents on the items derived from the research

instrument. This means that the most items are sometimes manifested by the

respondents and the interest in topic among the students are of moderate

level.

Level of Academic Performance in Terms of Motivation

Shown in Table 8 are the mean scores of the respondents’ response on

their level of academic performance in terms of motivation. The data revealed

that the highest mean score which is 3.01 or moderate was obtained from the

item No. 3: to. Have a good relationship with my classmates. This means that

the respondents oftentimes manifested the item. Item No. 4: achieve my goals

so that I can get out of poverty was the item obtained the lowest mean score

which is 2.72 or moderate indicated that the respondents.

Table 8. The Level of Academic Performance in Terms of Motivation

Motivation Mean Description

Having a lot of friends 2.82 Moderate
I was inspired by the teacher 2.89 Moderate
To have a good relationship with my classmates 3.01 Moderate
Achieve my goals so that I can get out of poverty 2.72 Moderate
A desire to please parents or teachers or simply 2.73 Moderate
by their own drive to succeed
Overall 2.83 Moderate

The level of academic performance in terms of motivation has a total

mean of 2.83 with a descriptive equivalent of moderate. This means that the

respondents sometimes manifested most of the items and the result of the
 30

high scores assigned by the students to the specific items in the questionnaire

appended in this study.

Level of Academic Performance in terms of Personality

Shown in Table 9 are the mean scores of the respondents’ response on

their level of academic performance in terms of personality. The data revealed

that the highest mean score which is 2.96 or moderate was obtained from two

items No. 4 often experience anxiety, depression, and other mental issues

because of personality judgements indicated that the respondents sometimes

manifested the item.

Table 9. The Level of Academic Performance in Terms of Personality

Personality Mean Description

Only choose the easy study work which I think I 2.59 Low
will succeed
When I have not enough time for studies, I think 2.83 Moderate
about the importance of education
Always make strong demand on myself to pass 2.72 Moderate
in my studies
Set realistic and challenging academic goals 2.96 Moderate
Always acquire new information and learning to 2.79 Moderate
motivate me in my studies
Overall 2.78 Moderate

I am experiencing deep and varied emotions was the item obtained the

lowest mean score which is 2.59 or low. This means that the respondents

seldom manifested the said item.

 31

The level of academic performance in terms of personality has a total

mean of 2.78 with a descriptive equivalent of moderate. This means that the

respondents sometimes manifested most of the items and the result of the

high scores assigned by the students to the specific items in the questionnaire

appended in this study.

Level of Academic Performance in Terms of Communication

Presented in Table 10 are the mean scores of the respondents’

response on their level of academic performance in terms of communication.

The data revealed that the highest mean score of 3.04 or moderate was

obtained from item No. 5: when I'm not sure about what someone is saying to

me, rather than ask questions, I'll wait to learn more.

Table 10. The Level of Academic Performance in Terms of Communication

Communication Mean Descriptive

I keep stuttering when speaking 2.49 Low
I have troubles speaking my thoughts 2.86 Moderate
It didn’t affect me 2.73 Moderate
I keep making unnecessary pauses when 2.83 Moderate
speaking
When I’m not sure about what someone is 3.04 Moderate
saying to me, rather than ask questions, I’ll wait
to learn more
Overall 2.79 Moderate

The data also revealed the lowest mean score which is 2.49 or low was

obtained from item No. 1: I keep stuttering when speaking. The table

presented the highest mean score which indicates that the item was

sometimes manifested and the lowest mean score which indicates that the

items was seldom manifested.

 32

The level of the academic performance in terms of communication has

a total mean of 2.79 described as moderate. This means that the respondents

sometimes manifested the items in terms of skills. The high level could be

ascribed to the high rating given by the respondents to majority of the items.

Level of Academic Performance in terms of Self-esteem

Shown in Table 11 are the mean scores of the respondents’ response

on their level of academic performance in terms of self-esteem. The data

revealed that the highest mean score which is 3.03 or moderate was obtained

from item No. 5: I feel I do not have much to be proud of.

Table 11. Level of Academic Performance in Terms of Self-esteem

Self-esteem Mean Descriptive

On the whole I am satisfied with myself 2.72 Moderate
At times I think I am no good at all 2.86 Moderate
I feel that I have a number of good qualities 2.66 Moderate
I am able to do things as well as most other 2.94 Moderate
people
I feel I do not have much to be proud 3.03 Moderate
Overall 2.84 Moderate

This means that the respondents sometimes manifested the item. The

lowest mean score is 2.66 or moderate from item No. 3: I feel that I have a

number of good qualities indicated that the respondents sometimes

manifested the item.

The level of academic performance in terms of self-esteem has a total

mean of 2.84 with a descriptive equivalent of moderate. This means that the

respondents sometimes manifested most of the items and the result of the
 33

high scores assigned by the students to the specific items in the questionnaire

appended in this study.

Summary on the Level of Academic Performance

Shown in Table 12 are the mean scores for the indicators of academic

performance with an overall mean score of 2.82 with a descriptive equivalent

of moderate. The high level could be attributed to the high rating given by the

respondents to majority of the indicators. This means that the respondents

sometimes manifested the items in terms of interest in topic, motivation,

personality, communication and self-esteem. As such, these five sources help

the students to develop their abilities and potentials to improve their academic

performance.

The cited overall mean score was the result obtained from the

computed mean scores of 2.88 or moderate for interest in topic, 2.83 or

moderate for motivation, 2.78 or moderate for personality, 2.79 or moderate

for communication, and 2.84 or moderate for self-esteem.

The high level for the intellectual level indicated that the academic

performance of the grade 9 students in terms of intellectual level was

oftentimes manifested by the students; the mean rating for this indicator was

3.84.

In the same manner, the respondents had an agreeable rating on the

personality as one of the indicators of academic performance. Its mean rating

is 3.65 described as high which specified that the items indicated were

oftentimes manifested by the students.

 34

Data indicated that the respondents give a favorable rating towards

motivation as indicator of academic performance. With a total mean score of

4.16, it can be stated that respondents manifested high level on the following

items from the appended questionnaire.

The total mean rating for the indicator skills was 4.14 described as

high. The high level of this indicator indicated that the academic performance

of students in terms of skills was oftentimes manifested by the students.

Similarly, the respondents had a favorable rating on the interests as

one of the indicators of academic performance. Its mean rating was 3.87

described as high and its items was oftentimes manifested by the students.

As aforementioned earlier, a mean rating of 4.10 for study habits as

indicator of academic performance obtained a high based on the rating given

by the respondents on the following items derived from the research

instrument. The high level revealed that this particular indicator was

oftentimes manifested by the students.

Table 12. Summary on the Level of Academic Performance

Indicators Mean Description

Interest in Topic 2.88 Moderate
Motivation 2.83 Moderate
Personality 2.78 Moderate
Communication 2.79 Moderate
Self-esteem 2.84 Moderate
Overall 2.82 Moderate

Significant Relationship between the Peer Influence and Academic

Performance
 35

Shown in Table 13 was the result of the significant relationship between

procrastination which has a mean score of 2.83 and academic performance

with 2.82 as a mean score respectively of the Grade 11 Student of Saint Jude

Academy of Mindanao Foundation Inc.

Doing an in-depth analysis of the table, the total mean score of 2.83 in

procrastination and 2.82 in academic performance with a total of 0.788 r-value

shows a high positive correlation between variables. The corresponding p-

value of 0.023 is less than the 0.05 level of significance which means that the

relationship between procrastination and academic performance is significant.

This led to the rejection of the null hypothesis which states that there is no

significant relationship between procrastination and academic performance.

Therefore, there is a significant relationship between procrastination and

academic performance.

Table 13. The Significance on the Relationship between Procrastination and

Academic Performance of Students
Variables X Y r- r2- p- Decision Interpretatio
value value values n

Academic 2.82
Performance

Procrastinatio 2.83
n

0.788 0.621 0.023 Reject Significant

Ho
36
 37

CHAPTER 4

DISCUSSION

The data of procrastination and academic performance of the grade 11

student in Saint Jude Academy of Mindanao Inc. are presented in this chapter

and said discussions are based on the findings appeared in the previous

section.

Level of Procrastination of the Students in SJAMFI

The respondents’ level in procrastination high level performance

as manifested by respondents according to their ratings given in the indicators

of procrastination with the top reasons why do students procrastinate it

includes: lack of motivation, low self-confidence, fear of failure, lack of

understanding, trouble of concentrating, perfectionism, low energy level and

poor organizational skill (Oxford, 2017).

The high level of procrastination in terms of low of motivation is a

common problem that affects many people, and it can be caused by a variety

of factors. One of the most common causes of procrastination is a lack of

motivation. When people lack motivation, they may find it difficult to get

started on tasks or to stay focused on them. This can lead to procrastination,

as people may put off tasks that they don't feel motivated to do. There are

several reasons why people may lack motivation (Steel. P, 2018).

One reason is that they may not see the value or importance of the

task at hand. If they don't see how the task will benefit them or others, they

may not feel motivated to do it. Another reason is that they may feel
 38

overwhelmed by the task, which can make it difficult to get started.

Additionally, people may lack motivation if they are feeling tired, stressed, or

depressed. To overcome a lack of motivation and reduce procrastination,

there are several strategies that can be helpful (Steel. P, 2018).

One strategy is to break tasks down into smaller, more manageable

steps. This can make the task feel less overwhelming and can help people to

get started. Another strategy is to set goals and deadlines for completing

tasks. This can provide motivation and a sense of accomplishment when the

task is completed. Additionally, finding ways to make the task more enjoyable

or rewarding can also help to increase motivation (Steel. P, 2018).

On measure to the level of procrastination in terms of low self-

confidence in their abilities, they may feel overwhelmed by tasks and doubt

their ability to complete them successfully. This can lead to avoidance and

procrastination as a way to cope with these negative feelings. Research has

shown that individuals with low self-confidence are more likely to procrastinate

than those with higher levels of confidence. This is because low self-

confidence can lead to negative self-talk and self-doubt, which can make it

difficult to start and complete tasks (Ferrari, J. R., et.al, 2017).

Additionally, individuals with low self-confidence may fear failure and

criticism, which can further contribute to procrastination. To overcome

procrastination caused by low self-confidence, it is important to work on

building self-esteem and confidence. This can be done through setting

achievable goals, celebrating small successes, and focusing on personal

strengths and accomplishments, seeking support from friends, family, or a

 39

therapist can also be helpful in building confidence and overcoming

procrastination (Ferrari, J. R., et.al, 2017).

In coherent, fear of failure is a commonly cited factor in academic

procrastination. Several studies have found that fear of failure is a significant

predictor of procrastination. However, some studies have found mixed results,

with some indicating that fear of failure is not significantly related to

procrastination. Other factors that have been identified as contributing to

procrastination include lack of motivation, deficient self-regulation, external

locus of control, perfectionism, trait and state anxiety, low self-efficacy, and

low self-confidence. In one study, female students reported academic

procrastination more frequently due to fear of failure, while male students

reported more procrastination due to risk-taking and rebellion against control

(Soomro, Shah, 2021).

Likewise, it was also observed that the level of procrastination in terms

of low energy level that procrastinating can often lead to a decrease in energy

levels. When we put off tasks, we tend to feel guilty and anxious, which can

drain our energy. Additionally, procrastination often leads to cramming and

working long hours, which can also contribute to fatigue and low energy

levels. To combat low energy levels caused by procrastination, it's important

to break tasks down into smaller, more manageable steps. This can help to

reduce feelings of overwhelm and make it easier to get started. It's also

helpful to set realistic goals and deadlines, and to prioritize tasks based on

their importance and urgency. Regular exercise and a healthy diet can also

help to boost energy levels and reduce feelings of fatigue. Taking breaks and
 40

practicing relaxation techniques, such as deep breathing or meditation, can

also help to reduce stress and increase energy levels (Steel, P., 2018).

Level of Academic Performance of the Students in SJAMFI

The dependent variable in academic performance of students

centered interest in topic, motivation, self-esteem, personality and

communication (Marti, 2003).

Data indicate that the level of academic performance in terms of

interest in topic level is sometimes manifested by the respondents. Students'

academic performance has become a criterion for judging whether they

receive a good education in most countries, and academic performance is

also closely related to students' future job salary and living standard and even

the development of the country. Students' social relationships in school,

including supportive friendships and teacher praise, are positively associated

with academic performance (Farah, Adnan, et. Al, 2017).

Furthermore, this is also related to the findings of motivation has a

significant impact on academic performance. Several studies have shown that

academic motivation is positively associated with academic achievement.

Academic motivation is also found to mediate the relationship between

personality traits and academic performance. Intrinsic motivation, self-efficacy,

and academic engagement are some of the motivational factors that have

been found to positively affect academic performance. On the other hand,

lack of motivation can lead to poor academic performance. Differentiated

instruction and progress testing have been found to positively affect student

motivation and academic performance. Therefore, it is important for educators

 41

to focus on promoting and maintaining students' academic motivation to

enhance their academic performance (Sarfraz, 2022).

As observed, the level of academic performance of students in terms of

self-esteem that, there is a significant relationship between self-esteem and

academic performance among students. Found that students with academic

problems were less likely to develop high self-esteem. Investigated the

relationships between global self-esteem, academic self- efficacy, and

academic performance among a college student in the United Arab Emirates.

They found that there was a positive correlation between self-esteem and

academic performance (Yu, Qian, et.al, 2022).

In the same way, communication on academic performance is crucial

for students to succeed in their academic pursuits. It is important for students

to regularly communicate with their teachers and academic advisors to ensure

that they are on track and meeting the expectations of their courses. One

effective way for students to communicate their academic performance is

through regular check-ins with their teachers or academic advisors. This can

be done through email, virtual meetings, or in-person meetings. During these

check-ins, students can discuss their progress, ask questions, and receive

feedback on their work (Tophat, 2017).

Another important aspect of communication on academic performance

is being proactive. Students should not wait until they are struggling to reach

out for help. Instead, they should communicate early and often with their

teachers and academic advisors to ensure that they are meeting expectations

and addressing any challenges as they arise. In addition to communicating

 42

with teachers and academic advisors, students can also benefit from

communicating with their peers. Joining study groups or participating in online

discussion forums can provide opportunities for students to share their

knowledge and learn from others. Overall, effective communication on

academic performance is essential for students to succeed in their academic

pursuits. By regularly checking in with teachers and academic advisors, being

proactive, and engaging with peers, students can ensure that they are on

track and meeting the expectations of their courses (Tophat, 2017).

Likewise, personality traits have been found to have a significant

impact on academic performance. Studies have shown that the Big Five

personality traits (openness, conscientiousness, extraversion, agreeableness,

and neuroticism) are related to academic achievement. Additionally, other

personality traits such as abstractedness, perfectionism, anxiety, and

negativism have also been found to correlate with academic performance.

Furthermore, metacognitive processes and adaptive coping mechanisms

have been identified as mediating factors in the relationship between

personality traits and academic achievement. Gender differences have also

been examined in relation to personality traits and academic performance.

Overall, personality traits are an important factor to consider when examining

academic performance (Tophat, 2017).

Procrastination is a common behavior among students, where they

delay or postpone their academic tasks until the last minute. While it is often

viewed as a negative behavior, there is a debate on whether procrastination

has a significant relationship with academic performance. However, research

 43

studies have shown that procrastination has no significant relationship with

academic performance.

One study found that procrastination had a weak negative correlation

with academic performance. The study involved 16,000 students from

different countries, and the results showed that procrastination had a small

effect on academic performance. The researchers concluded that

procrastination was not a significant predictor of academic performance (Steel

and Klingsieck, 2016).

Another study found that procrastination had no significant relationship

with academic performance. The study involved 120 college students, and the

results showed that procrastination did not affect academic performance. The

researchers concluded that procrastination was not a significant predictor of

academic performance (Tuckman, 1991).

Furthermore, a meta-analysis found that procrastination had a weak

negative correlation with academic performance. The meta-analysis involved

46 studies, and the results showed that procrastination had a small effect on

academic performance. The researchers concluded that procrastination was

not a significant predictor of academic performance (Steel, 2007).

In conclusion, research studies have shown that procrastination has no

significant relationship with academic performance. While procrastination may

have a small effect on academic performance, it is not a significant predictor

of academic performance. Therefore, students should not worry too much

about procrastination affecting their academic performance, but they should

 44

still strive to manage their time effectively and complete their academic tasks

in a timely manner.

Correlation between Measures

Generally, one important purpose of the study was to determine the

significant relationship between two variables. The correlation between the

two variables reveals that there is a very high association between

procrastination and academic performance among grade 11 students of Saint

Jude Academy of Mindanao Foundation Inc.

The correlation between the two variables reveals that there is a very

high association between procrastination and academic performance among

grade 11 students of Saint Jude Academy of Mindanao Foundation Inc. This

implies that stronger student does have an impact on them procrastinate and

actually help improve their overall academic performance and positive

procrastination depends on person’s lack of motivation, low self-confidence,

fear of failure, lack of understanding and low energy level.

Conclusion

Based on the findings of the study, the following conclusions are

drawn in answer to sub-problems raised in the preceding chapter. The

respondents from Saint Jude Academy of Mindanao Foundation Incorporated

are high in level of procrastination. This means that the respondents were

oftentimes manifested in the items of lack of motivation, low self-confidence,

fear of failure, lack of understanding and low energy level.

 45

In the level of academic performance in terms of interest in topic,

motivation, personality, communication, and self-esteem it can be seen from

the result that the respondents are high in the level which means that they

were oftentimes observed the said indicators.

Overall correlation of the two variables revealed that there is a

significant relationship between level of procrastination and academic

performance among grade 11 students in Saint Jude Academy of Mindanao

Incorporated.

Recommendations

Since the findings of the study revealed that procrastination has a high

correlation on academic performance. It is suggested that this variable doesn’t

affect academic performance. There is a very high degree association

between procrastination and academic performance, therefore variable should

be applied.

Among the five indicators of level of procrastination, low energy level

has the lowest mean score which least affects the academic performance of

the students that is why the students should have a good level of self-esteem

because it is a factor in determining academic performance in all students,

regardless of their performance. Self-esteem is necessary for students to take

risks in their learning and to bounce back after failure or adversity.

Consequently, since there is a high degree of correlation between

indicators of procrastination and academic performance, it is recommended

that students should make use of their five sources of procrastination that

would make them achieve a good level of their academic performance. They
 46

must practice themselves to develop interest in topic, motivation, personality,

communication and self-esteem. And most of all, they should give their best in

improving their academic performance at school. Above all, the students

should have a negative procrastination in order for them to meet good

academic performance.