THE IMPACT OF PROCRASTINATION TO THE ACADEMIC PERFORMANCE OF

THE GRADE 10 STUDENTS IN DON GERARDO LLAMERA OUANO MEMORIAL

NATIONAL HIGH SCHOOL

A research paper
presented to:
May Ann D. Gesta (English teacher)
Joel Baclohan (Math teacher)

In Partial Fulfillment
Of the Requirements in
English 10
Sheen Ryan Gimenez
Borge David Luague
Nikayla Noquera
Kathleen Arante
John Paul Bajo
Erwin Quillan

1
 TABLE OF CONTENTS
I. TITLE PAGE…………………………………………………….………………..………1

II. ABSTRACT……………………….……………………………………….………..……3

III. INTRODUCTION…………………..….……………………….…………..…………….4

IV. STATEMENT OF THE PROBLEM……….………….....……………..…….…..………6

V. SIGNIFICANCE OF THE STUDY…………………………………………..…………..7

VI. DEFINITION OF TERMS…………………………………………………………..……8

VII. LITERATURE REVIEW………………….......……………………….…………..……..9

VIII. METHODOLOGY………………………………..……..........…..………………..……13
A. Environment……………...……….……...….……………..…….…..….….……13
B. Respondents…………….......…….……………….....…….………….…....……13
C. Instrument…………….....…………………….…….…..………….…..……..…13

IX. DATA ANALYSIS AND INTERPRETATION…...........................................................14

X. CONCLUSION……………………….………………….…………………..…………..17

XI. RECOMMENDATION………………………………..….………………..……………18

XII. APPENDICES………………………………..………………….…………….…….…..19

XIII. REFERENCES…………………………..…………….…………………….…………..21

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 ABSTRACT
This study attempts to look into how procrastination affects selected Grade 10 students their
academic performance at Don Gerardo Llamera Ouano Memorial National High School. The
study examines procrastination's causes and effects while also suggesting ways to prevent it. A
review of relevant literature and references are also included in the study to back up its
conclusions. The findings of this study can aid in increasing student awareness of the problem of
procrastination and in the development of techniques that can enhance their academic
performance.
Thus, the study recommends that this issue of the students' procrastination must be addressed
by the educators and the Department of Education, establishing strategies that involve various
strategies to improve the academic performance of the students. For the research instrument, the
researchers used close- ended questionnaires. This survey is much easier to gather and collect
data, this uses predetermined answer choices so that the respondent can select from a pre-defined
list of options.

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 INTRODUCTION

In the present era of the 21st century, the acquisition of education holds primordial
importance across all strata of society. The pivotal role of education in future planning,
predominantly at the secondary level, is widely acknowledged. The fundamental objective of
education extends beyond the mere teaching of children, with a focus on rendering them well-
suited for a thriving existence. Every education programmer endeavours to bring about optimal
student achievement, however, students' attainment levels fail to demonstrate significant
improvement. Academic achievement, commonly referred to as academic performance, pertains
to the attainment of exceptional grades and achievement scores in examination activities. The
attainment of predetermined educational objectives, either through continuous assessment
methods or by means of final examination systems, constitutes the measure of academic
performance. Such approaches to evaluation are both accompanied by distinct merits and
drawbacks, as noted in the scholarly work of Ward, Murray-Ward, and Stoker (1996).

Procrastination is a prevalent behavioural phenomenon typified by the tendency to defer the

onset or resolution of tasks, even in the face of adverse outcomes. The phenomenon of
procrastination has been found to have a detrimental effect on the academic performance of
students who are already grappling with a multitude of academic demands, as indicated by the
research conducted by Ariely and Wertenbroch (2002). Diversity characterises students'
procrastination tendencies, rendering variable manifestations of academic consequences due to
the behaviours that prompt delays in the fulfilment of academic tasks. Notwithstanding, a
considerable amount of empirical literature has elucidated a noteworthy adverse effect of
procrastination on academic achievement in diverse fields of study, educational establishments,
and societal groups.

Academic procrastination is a pervasive issue among university students, as revealed by a

study conducted by Tice and Baumeister (1997), indicating that close to 80% of the students
surveyed self-reported as academic procrastinators. Despite acknowledging the detrimental
consequences of procrastination, pupils frequently encounter difficulties in regulating their
inclination to postpone tasks. Procrastination, when left unaddressed, can have detrimental
implications upon academic performance, manifesting as diminished scholastic attainment, lower
grades, elevated stress levels, reduced self-esteem and motivation, and in some instances,
depression (Ferrari, Johnson, & McCown, 1995).

Several empirical investigations have established a positive correlation between procrastination

and inferior academic achievement. An investigation conducted by Onwuegbuzie and Seaman
(1995) revealed a correlation between substantial procrastination tendencies and inferior
academic attainment in the college student population. A study conducted by Steel (2007)

4
demonstrated that procrastination on academic tasks was linked to poorer academic performance,
as individuals who delayed completing their tasks tended to achieve lower grades in comparison
to those who did not procrastinate. The present study’s findings are reinforced by a compilation
of 43 investigations conducted by Steel and Ferrari (2013), which demonstrated a negative
correlation between procrastination and scholastic achievement.

Academic procrastination can be attributed to various interconnected internal and external

factors, encompassing apprehension of task complexity, absence of drive, feelings of being
inundated, or anxiety about shortcomings (Van Eerde, 2003). Moreover, procrastination can stem
from situational circumstances, such as the presence of distractions or the requirement to manage
several tasks simultaneously. According to Mores, Powers, and Alves (2013), an excessive
devotion to extracurricular pursuits can serve as a notable indicator of academic procrastination.
The scholarly milieu has been recognized as a plausible contributor to procrastination, given that
students who perceive their educational institution as lacking in support, displaying less active
involvement, and achieving lower academic performance have been observed to engage in
procrastinatory behaviour (Reeve & Tseng, 2011).

It has been found through research that procrastination may engender varying consequences
on academic performance, contingent on the gender of the student. According to the findings of
Padilla-Walker and Nelson (2012), procrastination exhibited a substantial correlation with
diminished academic achievement in male and female students. Nevertheless, the effect was
more pronounced in male students. In contrast, Whitney and Wheaton's (1999) investigation
revealed the existence of a negative correlation between academic achievement and
procrastination among women enrolled in universities, as opposed to males who procrastinated.

There exist multiple potential interventions to mitigate academic procrastination. According

to the research undertaken by Kulikowski and colleagues, or alternatively, Kulikowski et al.
(Year of Publication). In the study conducted by (2019), it was established that interventions
utilizing cognitive-behavioural therapy were efficacious in mitigating academic procrastination
in student populations. Steel and Klingsieck (2016) conducted a meta-analysis which indicated
that interventions based on time-management were associated with a reduction in
procrastination, with a modest-to-average effect size. Moreover, a research investigation
conducted by Nasser-Abu Alhija and colleagues. In a study conducted in 2016, it was discovered
that the introduction of a mobile application specifically designed to enhance time management,
organisation, and goal setting capabilities yielded positive academic outcomes among university
students.

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 STATEMENT OF THE PROBLEM

The aim of this study is to investigate the impact of procrastination on the academic
performance of Grade 10 students enrolled in Don Gerardo Llamera Ouano Memorial National
High School. The study seeks to address the following questions in a close-ended questionnaire:

1. What are the effective mechanisms to combat procrastination among students?

1.1 Why do students procrastinate?

1.2 How often do students procrastinate?

2. Does procrastination have an impact on the academic performance of the students?

3. What is the students' General Weighted Average (GWA)?

3.1 Do the students submit their school work on time?

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 SIGNIFICANCE OF THE STUDY

The aim of this research is to determine the Impact of procrastination on their academic
performance. This is to assess if procrastination contributes to the academic performance or
deterioration of the academic performance of the students. This study is conducted to benefit the
following:
Students - Assessing how procrastination impacts their academic performance. Determine
how procrastination improves or impair their academic performance , so that they can utilize
being productive rather than to procrastinate to enhance and improve their academic
performance. Based on the findings The result of the study would provide students with an
understanding of the factors that contribute to procrastination and the impact it has on academic
performance, educators and academic advisors can develop effective strategies to help students
overcome this behaviour.
Teachers - This study will be useful to the teachers as the researchers find out the results of
the procrastination of the students, it will give them vital information regarding many students
who have low grades because of procrastination. By this, they can consider creating activities
that seek to improve the lifestyle of the students that procrastinate to help the academic
performance of the students.
Department of Education - Knowing the results of this study can help raise awareness on the
issue regarding procrastination of the students and develop strategies that can help improve the
students' academic performance.
Future Researchers – This study will help the future researchers as a guide in doing their
research. They can get new ideas and knowledge on how the students’ procrastination has an
impact on academic performance.

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 DEFINITION OF TERMS

• Procrastination- is the act of delaying or postponing tasks or decisions, often to a later time or
date, despite knowing that this delay may have negative consequences.

• Academic Performance- refers to a student's ability to successfully complete academic tasks

and achieve learning outcomes. This may include grades, test scores, completion rates,
attendance, and other measures of academic achievement.

• Impact- refers to the effect or influence that something has on a particular situation, person, or
group. In the context of academic performance, impact may refer to the positive or negative
effects that factors such as procrastination, study habits, teaching methods, or environmental
factors have on a student's academic success.

• GWA- stands for Grade Weighted Average. It is a measure of a student's academic

performance that is typically used in the Philippines. GWA is calculated by assigning numerical
values to each grade earned in a student's courses, and then calculating the weighted average of
these values based on the number of units or credits assigned to each course. The resulting GWA
is a numerical representation of a student's overall academic performance.

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 LITERATURE REVIEW

According to the author's, Academic procrastination has been cited as a barrier to student
academic success. Research results show that it is associated with lower levels of self-regulated
learning and self-efficacy in learning and with higher levels of anxiety, stress, and illness.
Emotional intelligence (EI) is the ability to evaluate, regulate, and use emotions and has been
shown to be associated with self-efficacy in learning and better outcomes, including academic
performance. practice. Students with learning disabilities (LDs) are used to learning difficulties
and maladaptive behaviours at school. Compared with students without LD, they exhibited high
levels of academic helplessness, including decreased persistence, lower academic expectations,
and negative affect. This study examined the relationships between academic procrastination, EI,
and academic performance mediated by confidence in academic performance in 287 LD and
non-LD students. The results indicated that the indirect effects of EI on academic delay and GPA
were stronger in LD students than in non-LD students. In addition, the results indicated that LD
students scored lower than non-LD students on EI and confidence in academic ability and higher
on academic procrastination. No difference was found in GPA. ( Sumaya & Darling, 2018)

Moreover, Procrastination presents problems not only for undergraduate students, but also
for undergraduate faculty, and the effects of student procrastination on academic performance is
a joint concern. This two-year follow up study seeks to better understand the relationship
between academic performance and the actual time of submission of assignments relative to the
deadline imposed on those submissions. The authors investigated the effect of academic
assignment submission time and the academic grades earned before, on, and after the assignment
submission deadline. These results continue to suggest that the earlier assignments are submitted,
the higher the grades tend to be. Therefore, online faculty need to encourage undergraduate
online students to develop a better understanding of the potential benefits of adopting the habit of
earlier submission of assignments (Jones & Blankenship, 2020).

The results utilizing a structural equation model revealed that procrastination was favourably
connected to social values, as measured by worries about social exclusion, early in college
students' first term, but negatively related to academic task values and grade goal-setting. The
findings imply that the influence of academic and social values on feelings of school
belongingness may be partially mediated by procrastination. Additionally, procrastination was
positively correlated with perceived stress near the end of the term and negatively correlated with
perceived self-efficacy in self-regulation and sense of school belongingness. Additionally,
procrastination had a statistically significant adverse overall influence on goal orientation, both
the performance-approach and mastery-approach goals, as well as the end-of-term grade point
average (GPA). Performance-approach and mastery-approach achievement goal orientations
were found to have beneficial overall effects on GPA that are statistically significant. Although a
direct correlation between mastery-approach orientation and GPA was not statistically

9
significant, there was a statistically significant direct positive influence of performance-approach
orientation on GPA. (Kennedy & Tuckman, 2013)

On the other hand a problem statement by the author that there's a Numerous studies have
reported that several factors negatively and positively affect academic performance among
college students, such as time spent on tasks, motivation, study habits, level of experienced
stress, academic procrastination, level of perceived efficacy, burnout, self esteem, etc. The
studies reported that both procrastination and self-efficacy are related to academic achievement,
and significantly predict academic achievement. Students with high level of procrastination
reported that they have low level of self-efficacy and poor academic achievement, in spite of
students with high level self-efficacy reported that they have less levels of procrastination and
higher level of academic achievement. Those studies only focused on the main effect of
procrastination and self- efficacy on academic achievement. None of them have focused on the
mediator or moderator role of self-efficacy in relation between academic procrastination and
academic achievement. The purpose of the study: The purpose of this study is to investigate the
mediator and moderator role of academic-efficacy to predict the effect of procrastination on
academic achievement. (Murat Balkıs, 2011)

In addition, here are some of the methods: The participants were 364 students who study
different major fields at the Faculty of Education in Pamukkale University. In this study, Aitken
Procrastination Inventory Academic-Efficacy Scale, and Personal Information sheets were used
to gather data. Findings and Results: In general, academic efficacy has a partial mediator role in
relation to the academic procrastination and reported academic achievement. Results also
showed that academic-efficacy moderate relationship between academic procrastination and
reported academics.

Previous findings on the relationship between procrastination and academic performance are
inconsistent. We conducted a meta-analysis of 33 relevant studies involving a total of 38,529
participants to synthesize these findings. This analysis revealed that procrastination was
negatively correlated with academic performance; this relationship was influenced by the choice
of measures or indicators. The use of self-report scales interfered with detection of a significant
relationship between procrastination and academic performance. The demographic
characteristics of participants in individual studies also affected the observed relationship.
Implications of this meta-analysis are discussed. (Kyung Ryung Kim & Eun Hee Seo, 2015)

Academic procrastination has been cited as a barrier to student academic success. Research
results show that it is associated with lower levels of self-regulated learning and self-efficacy in
learning and with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the
ability to evaluate, regulate, and use emotions and has been shown to be associated with self-

10
efficacy in learning and better outcomes, including academic performance. practice. Students
with learning disabilities (LDs) are used to learning difficulties and maladaptive behaviors at
school. Compared with students without LD, they exhibited high levels of academic
helplessness, including decreased persistence, lower academic expectations, and negative affect.
This study examined the relationships between academic procrastination, EI, and academic
performance mediated by confidence in academic performance in 287 LD and non-LD students.
The results indicated that the indirect effects of EI on academic delay and GPA were stronger in
LD students than in non-LD students. In addition, the results indicated that LD students scored
lower than non-LD students on EI and confidence in academic ability and higher on academic
procrastination. No difference was found in GPA. ( Sumaya & Darling, 2018)

The authors' goal was first to provide an alternative method of assessing delay and flow that
would not respond to retrospective or prospective self-reports. Using real-time assessment of
procrastination and flow, the authors investigated the impact of these factors on learning
outcomes using experiential sampling. They assessed flow by measuring students' self-reported
skills against challenge and procrastination by measuring the number of days until assignments
were completed. Delay and flow were measured six days prior to the due date of a written
assignment while the students (n = 14) enrolled in a research methods course. Regardless of the
flow state, both the non-flow and flow groups showed a high degree of delay. Students who
experienced flow while working on their paper, in real time, scored significantly higher (M =
3.05 ± 0.30:
mean score B) compared with the group without flow (M = 1.16 ± 0.33: average score is D; p =
0.007). In addition, streamed students predicted scores more accurately (score difference, stream
M = 0.12 ± 0.33 versus stream not M = 1.39 ± 0.29; p = 0.015). Students in the group were
unchanged by nearly a year and a half in predicting their scores on the paper. To the authors'
knowledge, this study is the first to provide empirical evidence for differences in academic
achievement between stream and non-streamed students.
This study examines the mediator role of rational beliefs about studying in relation to academic
procrastination, academic life satisfaction and academic achievement. Two hundred and ninety
undergraduate students participated in this study. Findings showed that academic procrastination
was negatively related to rational beliefs about studying, academic life satisfaction, and academic
achievement. In contrast, rational beliefs about studying were positively related to academic life
satisfaction and academic achievement. The results of Structural Equation Modeling (SEM)
analyses showed that rational beliefs about studying mediated relationships between academic
procrastination, academic life satisfaction and academic achievement. The SEM analyses also
showed that academic life satisfaction mediated the relationships between academic
procrastination and academic achievement, and rational beliefs about studying and academic
achievement. Implications of these findings were discussed in detail. (Murat Balkis, 2013)

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 Background: procrastination is highly prevalent amongst students and impairs academic
performance. The metacognitive model of procrastination explains a significant proportion of
unintentional procrastination variance. However, the model has yet to be tested using academic
performance as the dependent variable. We tested whether the metacognitive model of
procrastination explained self-reported academic performance (AP). Methods: a convenience
sample of 204 current undergraduate and postgraduate students completed a battery of online
questionnaires that measured intentional and unintentional procrastination, metacognitions about
procrastination, AP, and depression. We conducted a series of correlation analyses and a path
analysis (based on the metacognitive model of procrastination) that specified AP as the
dependent variable. Results: the correlation analyses indicated that there are significant, negative
associations between AP and depression, AP and negative metacognitions about procrastination,
and AP and unintentional procrastination. The tested model was a good fit of the data and
explained 13% of the variance in AP. Limitations: this study is cross-sectional. Conclusions: our
findings provide further support for the metacognitive model of procrastination, indicating that
novel interventions that target metacognitions may help to tackle procrastination and optimize
AP (Fernie, Kopar, Fisher, and Spada, 2018).

Procrastination produces harmful effects on human capital investments and study activities.
Using data from a large sample of Italian undergraduates, we measure procrastination with the
actual behaviour of students, considering their delays in finalizing their university enrolment
procedure. We firstly show that procrastination is a strong predictor of students’ educational
achievements. This result holds true when controlling for quite reliable measures of cognitive
abilities, a number of background characteristics, family income and indicators of students’
motivation. Secondly, using a Regression Discontinuity Design, we investigate the effects of a
remedial program in helping students with different propensities to procrastinate. We show that
the policy especially helps students who tend to procrastinate. Even though we are not able to
identify the specific mechanism driving this effect, our results suggest that policies that are not
directly aimed at handling procrastination can also help to solve self-control problems (Maria De
Paola & Vincenzo Scoppa, 2015).

This study investigates the effect of procrastination on academic performance. Prior research
has often relied upon self-reported measures of procrastination, which are only weakly correlated
with actual procrastination. We use the start and submission of a set of online homework
problems as two objective, direct measures of student procrastination and the grade on the
assignments as a measure of performance. In our study, there were a number of potential benefits
to submitting online assignments ‘just-in-time’. Thus, there was a direct benefit to
procrastination, which students had to weigh against potential drawbacks. With a sample size
larger than those previously reported in the literature, we find that for both procrastination
measures, task procrastination is associated with lower task performance. To ensure that our
results are not just an association between performance and student quality, we test for the
association between task procrastination and task performance, while controlling for student

12
quality. We find that even after controlling for student quality, task procrastination is associated
with lower task performance (Rotenstein, Davis & Tatum, 2009).

METHODOLOGY
This part of the research paper will define the method used by the researchers to conduct
the study. It consists of a research environment, respondents and, research instrument.

RESEARCH ENVIRONMENT
The study concentrates on the population of the grade 10 students of Don Gerardo Ll.
Ouano Memorial National High School, located in 826 G. Ouano St. Opao Mandaue City, 6014
Cebu, with 2 buildings that is composed of 33 classrooms and has an estimated elevation of 3.8
meters elevation or 12.5ft above sea level. The school teaches students in grades seventh Junior
high through Senior high. The school was founded on 1991 and had since produced an estimate
of 20,000 graduates.

RESEARCH RESPONDENTS
There are 25 selected Grade 10 students in the population of Grade 10 as our respondents.

RESEARCH INSTRUMENTS
This study utilizes closed ended questionnaires is a survey that uses predetermined answer
choices so that the respondent can select from a pre-defined list of options. Questions are
typically multiple-choice, drop-down, rating scale, or yes/no format. This type of questionnaire is
designed to provide quantitative data that can be quickly and easily analyzed.

13
 DATA ANALYSIS AND INTERPRETATION

This chapter presents the results of the analysis and interpretation gathered from the answers
to the question. The said data were presented in a tabular form in accordance with the specific
questions posted in the statement of the problem.

SOP# 1:What are the effective mechanisms to combat procrastination among students?
Table 1: What are the students' most utilized strategies to cope with procrastination?

STRATEGIES No. Of respondents PERCENTAGE

Creating a to-do list 6 24%

Focusing on short term goals 5 20%

Setting a deadline 11 44%

Rewarding yourself 3 12%

According to the table, 44% of the respondents used the Setting a deadline as their coping
mechanism to procrastinate. Followed by the Creating a to-do list with 24%, Focusing on short
term goals with 20% and the least number of respondents the Rewarding yourself with 12%.
1.1 Why do students procrastinate?
Table 2: Why are the students procrastinate?

REASONS No. Of respondents PERCENTAGE

Lack of motivation 9 36%

Difficulty in starting or 9 36%

completing

Overwhelmed with too much 5 20%

work

Other 2 8%
According to the table, 36% of the respondents are procrastinating because of lack of
motivation. Similar to the Difficulty in starting or completing with 36%. Followed by

14
Overwhelmed with too much work with 20%, and the least number of respondents chose others
with 8%.

1.2 How often do students procrastinate?

Table 3:How much time do the students usually spend procrastinating?

TIME (HOURS/MINUTES) No. Of respondents PERCENTAGE

Less than 30 minutes 9 36%

30 minutes to 1 hour 6 24%

1 hour to 2 hours 4 16%

More than 2 hours 6 24%

According to the table, 36% of the respondents are procrastinating Less than 30 minutes.
Followed by the 30 minutes to 1 hour and More than 2 hours with 24% and 1 hour to 2 hours
with 16%.

SOP 2. Does procrastination have an impact on the academic performance of the students?
Table 3: Do you think procrastination has a significant impact on your academic performance?

PERCEPTION No. Of Respondents PERCENTAGE

Yes 25 100%

No 0 0%
According to the table, 100% of the respondents agreed that procrastination has a significant
impact on the students academic performance.

SOP#3: What is the students' General Weighted Average (GWA)?

Figure 1:What are the students' current General Weighted Average (GWA)?

15
 According to the bar graph, 32% of the respondents got a General weighted average of 86-90.
Followed by the General weighted average of 91-95 and 81-85 with 20%, General weighted
average Below 75 with 16% and General weighted average of 76-80 with 12%, and the General
weighted average of 96-100 with 0% because none of my respondents has a 96-100 General
weighted average.

3.1 Do the students submit their school work on time?

Table 5:Do they submit their school works on time?

PERCEPTION No. Of respondents PERCENTAGE

Yes 16 64%

No 9 36%
According to the table, 64% of the respondents submit their school work on time. On the other
hand, 36% of the respondents who didn't submit their school works on time.

16
 CONCLUSION
Procrastination is a common habit among students that can have negative consequences on
their academic performance. The results of this study indicate that procrastination has a
detrimental effect on the academic performance of Grade 10 students in Don Gerardo Llamero
Ouano Memorial National High School. The findings show that students who procrastinate have
lower grades and are more stressed compared to those who adopt better time-management
practices.

The Findings confirmed that procrastination has a negative impact on academic performance
can be addressed by encouraging students to make a strategy like creating a to-do list, Focusing
on short term goals, Setting a deadline and rewarding yourself. Furthermore, educating students
on the negative effects of procrastination and the benefits of better time-management could
motivate them to change their habits. Providing counseling and coaching services to students
who are struggling with procrastination can also provide practical support to help them develop
better time-management strategies.

Ultimately, this study highlights the importance of managing time effectively to ensure that
students can achieve their academic goals, and improve their overall well-being. By
implementing practical strategies to overcome procrastination, students can develop better study
habits, achieve better academic performance, and build confidence and self-esteem.
.

17
 RECOMMENDATION
To combat procrastination as a grade 10 student, it is recommended to:

1. Break down tasks into smaller, more manageable parts - instead of focusing on the entire
project at once, break it down into smaller tasks that can be completed in shorter amounts of
time.

2. Set achievable goals - set realistic goals for each study session or homework assignment to
avoid feeling overwhelmed.

3. Create a schedule - set a schedule that includes specific study times and stick to it. Knowing
when you will be studying can help you avoid procrastinating.

4. Eliminate distractions - turn off your phone, log out of social media, and find a quiet study
space to minimize external distractions.

5. Seek help - if you are struggling with a particular subject or task, seek help from a teacher,
tutor, or peer.

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 APPENDICES

APPENDIX A

NAME:________________________________________ AGE:__________
GRADE & SECTION:_______________ GENDER/SEX:__________

1. Do you think procrastination affects your academic performance?

a. Yes b. No
2. How often do you procrastinate?
a. Rarely b. Sometimes. C. Often. D. Always
3. Why do you procrastinate?
a. Lack of motivation
b. Difficulty in starting or completing a task
c. Overwhelmed with too much work
d. Other (please specify):_________________
4. How much time do you usually spend procrastinating?
a. Less than 30 minutes b.30 minutes to 1 hour
c. 1 to 2 hours d. More than 2 hours
5. Do you think procrastination has a significant impact on your academic performance?
a. Strongly agree b. Agree. C. Disagree. D. Strongly disagree
6. Do you think procrastination affects your submission of school works?
a. Yes b. No
7. Have you tried using any strategies to help you avoid procrastination?
a. Yes b. No
8. If you have tried using strategies, what are they?
a. Creating a to-do list
b. Focusing on short-term goals
c. Setting a deadline
d. Rewarding yourself
e. Other (please specify):_________________
9. What is your current General Weighted Average (GWA)?
a. 96-100 b. 91-95 c. 86-90 d. 81-85 e. 76-80 f. Below 75
10. Do you submit your school works on time?
a. Yes. B. No

Thank you for your participation!

19
APPENDIX B

May 24, 2023

MAY ANN D. GESTA

Class Adviser
Don Gerardo Ll. Ouano Memorial National High School

Dear Ma’am Gesta,

We respectfully request permission to conduct a survey as part of our research project. Our
research aims to investigate “The Impact of Procrastination to the Academic Performance of
the Grade 10 Students in our school”.

We believe that this research will be beneficial to our institution and could help us to
understand more about the reasons for procrastination and how it affects our academic
performance. The survey will involve several participants from Grade 10, and it is designed to
be anonymous to ensure the privacy of the participants.

We will be conducting this survey at May 24, 2023 on school premises, and we assure you
that we will follow all the rules and regulations set by the school administration. The purpose
of this survey is purely academic, and all data collected will be strictly confidential and used
only for the purpose of our research.

We hope that you will grant our request to conduct this survey as it will provide us with
valuable insights that can be used to improve the academic performance of our grade 10
students. Thank you for your consideration.

Sincerely,

Sheen Ryan Gimenez

Borge David Luague
Nikayla Noquera
Kathleen Arante

20
 John Paul Bajo
Erwin Quillan

REFERENCES
(Ward, Murray-Ward & Stoker,1996). The Relationship between Videogame Use, Deviant
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