The Relationship between Students Procrastination and their Academic

Performance of the Academic Track Learners in M.B Asistio

Senior High School Unit- 1

Researchers

Balaguer, Julius

Belo, Charisse

Buenaventura, Honey

Deparine, Mark Allen

Ebdane, Lecelyn

Santiago, John Albert

Sinadjan, Kyrell

Taculad, Clarencejay

Tan, Khent

Toquiro, Ronelle

Tumalad, Leonard

Villaflores, Eddrhen

Umaclap, Lea Catlee

 Chapter I

Introduction

Academics are one of the most important things that we should prioritize at this time,

especially for the generation that will make a beautiful change in this world. Change that

everyone or every Filipino needs. It will give it a brighter future when the learners study harder

and do the tasks that are given to them as learners who have big dreams for the future. But the

learners will only have good grades if they have good academic performances, because it affects

their grades.

Procrastination is like a credit card: it's a lot of fun until you get the bill (Christopher

Parker). Procrastination is postponing tasks that are given to you even though you have free time.

You will still do them later, despite their negative consequences. (Wikipedia). Every human

being, whether they are employed or not, is required to complete a lot of chores throughout the

day in order to function effectively. However, for a variety of reasons, these necessary jobs are

sometimes put off until later in the day. Procrastination is the general tendency to put off or

postpone certain tasks. Any facet of life can be affected by procrastination, including putting off

chores like cleaning the stove, fixing a leaky roof, seeing the doctor or dentist, turning in work

assignments or academic reports, or bringing up a difficult topic with a significant other.

Academic procrastination appears to be common in academic contexts, as students frequently put

off completing assignments until the very last minute, usually without providing a good

explanation or timeline ( Dr. Balhara & Mittal, 2022). Today’s generation is very attached to

many things that are actually wasting their time without even realizing it, especially students
who are comfortable with wasting things. This could become one of the reasons for

procrastination, which could lead to them taking less interest in their studies.

Academic procrastination involves knowing that we have to do an academic activity ahead of us,

such as writing a term paper, studying for examinations, finishing a school-related project, or

undertaking the weekly reading assignments, but, for some reason, we doesn’t motivate

ourselves to do it within the supposed time frame (Ackerman & Gross, 2005 as cited in Jiao et

al., 2011). Because of this, students’ academic performance might be affected. For several

researchers (e.g., Ellis & Knaus, 1977; Ferrari, 1994; Ferrari & Tice, 2000; Solomon &

Rothblum, 1984; Steel, 2007), academic performance tends to be poor for those who

procrastinate (as cited in Cao, 2012) Postponing academic tasks is also one of the reason why

they don’t excel in academics. In fact, students are already aware of what academic

procrastination entails. They already know from the start how postponing academic tasks affects

them, and what it can do that can lead to a lower grade. But because they get pleasure and

satisfaction from wasting their time on some unnecessary deeds, they overlook the fact that

academic procrastination has a negative impact on their academic status. Hobbies of

procrastinators include playing games excessively, surfing the internet excessively, daydreaming

excessively, and so on. Procrastinators may also have something wrong with their mentality

(Nur-In I. A., 2021).

This paper aims to examine the correlation between Academic Procrastination and

Academic Performance of the students’ who are enrolled in MBASH UNIT-1 in Academic

Track. Specifically, it seeks to explore whether there is a relationship between these two

variables and to investigate how Academic Procrastination affects the students’ Academic

Performance.
Statement of the Problem

The purpose of this study is to describe the relationship between students procrastination

and their academic performance of academic track students at MBASH UNIT-1 in the school

year of 2023-2024. This research will answer the following questions:

RQ No.1. What is the level of procrastination of:

A. Grade 11 HUMSS A

B. Grade 11 HUMSS B

C. Grade 12 GA A

D. Grade 12 HUMSS A

E. Grade 12 ABM A

RQ No.2. What is the level of proficiency of the academic performance of:

A. Grade 11 HUMSS A

B. Grade 11 HUMSS B

C. Grade 12 GA A

D. Grade 12 HUMSS A

E. Grade 12 ABM A

RQ No.3. What is the relationship between procrastination and academic performance of

academic track students?

Significance of the study

The study focuses on the relationship of procrastination and the Academic Performance

of the Senior High School Learners of Macario B. Asistio Sr. High School Unit-1. Moreover, the

result of the study will be beneficial to the following:

Respondents - Respondents are going to grow more mindful of the relationship of

procrastination and their academic performance and their ability to focus on their academic

work. I hope this study will be used by schools as a reference in the future.

School - The study's findings can add towards a reservoir to data which an educational institution

can use as a resource in the future.

Future Researcher - who intent to carry out the same study regarding the relationship of

procrastination on students' academic results will be guided by the study's findings as a source of

information.

Scope and limitation

In general, the focus of this study is directed towards the relationship of Procrastination

and academic performance of senior high school learners of Macario B. Asistio Sr. High School

Unit-1 (MBASHS UNIT-1). This research was conducted in the year 2023-2024. The respondents

of the study are composed of 160 students from senior high school academic strand which are

HUMSS, GAS, and ABM that are randomly selected. The data collection was done through the

survey questionnaire that distributed to the respondent.

The respondent will be limited to senior high school students enrolled in the academic

track at MBASH UNIT-1. It is composed of 32 students from 5 academic strands. Grade 11

HUMSS A and B, Grade 12 GA A, Grade 12 ABM and also the grade 12 HUMSS A who belong

to Academic strand learners. The result of this study is applicable only to the respondents of this

study and should not be used as a measure of the level of procrastination on the academic

performance of the students who do not belong to the population of this study.

Theoretical Framework

The major theory that we will be using is termed as the Temporal motivation theory is

considered to be the best theory to explain procrastination since it tried to explain selection

processes of someone's decision making or behavior (Siaputra, 2010). According to Siaputra, it

suggests that people will always prioritize the activities that for them seems to have the highest

value in that certain time. In other words, procrastination happens if the person thinks that the

value of doing the task is low. Furthermore, it is a motivational theory that indicates the drive or

preference for a course of action (Manikandan & Sebin, 2013). With this, Steel (2007) suggested

that the reason why people make any decision can be largely represented as the product of

expectancy (odds or chance of an outcome occurring) and value thow rewarding the outcome is)

divided by product of impulsiveness (sensitivity to delay) and delay (how long you must wait to

receive the payout that is the expected reward) (as cited in Manikandan and Sebin, 2013).

The sub theories are: Social Cognitive Theory, as defined by Bandura (1997), self-efficacy

refers to the "beliefs about one's capabilities to learn or perform behaviors at designated level"

and is said to have a control over an individual's thoughts, feelings and actions (as cited in

Aremu, Williams & Adesina, 2011). In line with this definition, the people's belief about their
abilities and outcome of their efforts may influence the way they behave (Arena, et al., 2011). In

social cognitive theory proposed by Bandura (1986, 1997) it is stated that human achievement

depends on interactions between one's behaviors, personal factors and environmental conditions.

Environmental factors that stimulate curiosity can enhance the individual's ability to engage in

self-reflection (self-efficacy), as well as their ability to sympathire, learn from others, plan

alternative strategies and regulate his own behavior Mahyuddin, Elias, Muhamad, Noordin &

Abdullah 2006 as cited in Aremu et al., 2011). In addition, social cognitive theory also stated that

self- efficacy belief influences ones' behavior, even more than knowledge, skill and previous

achievements, as well as the procrastination tendency of an individual (Bandura, 1986 as cited

Lowinger, et al., 2014). Therefore, this is perhaps the reason why several studies have shown that

academic self-efficacy influenced the academic performance and academic procrastination This

theory stated that self-efficacy beliefs function with the four major psychological processes to

produce actual performance just like academic performance (Tsang, Hui & Law, 2012). First,

cognitive processes that include "self-appraisal of skills, capabilities and resources as well as

goal selection". Second, motivational processes wherein "self-effica beliefs affect one's self-

regulation of motivation". Third, affective processes which the "person's self-perception of

abilities in coping affects the person's arousal threshold and their tolerance of emotional threats

like anxiety and depression". And lastly, selection processes wherein "decisions on choice of

residence, career, family set up, and even use of time can directly influence a person's

functioning".

Second, The cognitive approach theory is much more popular to explain behavior and

psychological concepts, including procrastination. Three things were proposed as causes of

procrastination, irrational beliefs, vulnerable self-esteem, and the inability to make decisions
(Ferrari, Johnson, and McCown, 1995) Although the three things were separated, all the three

concepts are also believed to be interrelated Ellis and Knausin 1977 (cited in Ferrari, Johnson,

and McCown, 1995) called procrastination an emotional disorder rooted in irrational thinking.

One of the irrational beliefs held by procrastinators is "I have to do something good" that should

be appreciated. This belief would have negative consequences when individuals fail to do

something optimally. This belief often encourages individuals to delay starting the job for fear of

wrongdoing. This belief is considered irrational because the high standards already determined

before often failed to be met. These irrational beliefs were also likely to cause a delay in starting,

doing, and completing other tasks. For procrastinators, delaying a job would give a good reason

because they can attribute their failure to lack of time or their idleness, not as a disability

Although similar to the concept of ego defense, the idea is different from the concept raised by

psychoanalytic theory, for not focusing attention on feelings of anxiety as an indicator of

disturbance in the ego.

 Conceptual Framework

Input Process Output

A correlational study on Procrastination The Outcome is to identify the

procrastination and Assessment Scale level as well as the relationship

academic performance of Student Survey between procrastination and

senior high school academic Questionnaire academic performance.

strand learners of MB.

Asistio Senior High School

Unit 1 (MBASH Unit1)

Figure 1. Conceptual Framework, the relationship between academic procrastination and

academic performance of Senior High School Academic Strand Learners.

Illustrated the Conceptual Framework of the relationship between academic procrastination

along with academic performance , with this study's input process and output clearly illustrated.

In a system, there are three stages: input, process, and output. As shown within the model, the

input includes the relationship between Procrastination together with Academic performance.

The following stage is the process, which consists of the use of PASS- Questionnaire, primarily
through the employment of a survey questionnaire. Lastly, the output depicts the possible

outcomes dependent on the learners' procrastination.

Hypothesis

This research paper is set out to investigate the relationship between procrastination

and Academic Performance of Academic Strand Learners in M.B Asistio Sr. High School

Unit-1 Based on the questions above and following the general trend of procrastination in

most studies, the present work would generally expect that:

H1: There is a relationship between Academic procrastination along with Academic

performance.

Definition of terms

Academic Performance- defined as the measurement of a student’s educational achievement.

Procrastination – The act of postponing a task that can be done rimmediately.

Time Management - Act of proper controlling or planning on specific activity with a

considerate amount of time.

PASS – Procrastination Assessment Scale Student

.
 Chapter II

Review of related literature

This chapter presents related articles and studies which provide an in-depth knowledge,

clear understanding, and wider background of the study. These related literature and studies were

taken from different articles made by the previous researchers.

Related Studies

Local Study

According to the study of Olea & Olea (2014), Procrastination is a human behavior of

delaying tasks, jobs, and/or actions for whatever reason for a later time. Apparently, it is a way

of concealing anxiety connected with starting or finishing the task. It is a behavior of delaying

tasks despite knowing that there would be a negative outcome from the delay.

As stated in the study of Almonte's (2016), he discussed five anti-procrastination habits

that students can start. He also defined that delaying or postponing something is called

procrastination and it is a struggle for everyone especially students because if not addressed it

can lead to complications and stress. Finding the best environment to study, writing outlines, not

waiting for the right mood or motivation, tracking your progress and taking care of yourself

afterwards are five tips she gave to avoid procrastination.

According to the study of Valerio (2017), explained that procrastination is someone's

tendency not to complete their work by an earlier deadline. This is very worrying because this

practice can be brought into academic and professional life. Get busy with something so you can

skip the unfinished business. Students experience several negative effects when they practice
procrastination, and their work is ineffective and inefficient. The Filipino habit called "Maniana

(Mañana) or "Mamaya Na' Habit" is a negative attitude that we should eliminate from our

system. A famous quote says, "prevention is better than cure". Even if our society considers

procrastination a habit, a culture within us, we can still make a difference.

As stated by the study of According to Tiboron (2021), Procrastination is a poor habit

that needs to be taken out. It is prevalent as to everyone does this bad practice. This irrational

delay relates to increased stress levels, frustration, and anxiety, and it lowers the level of

creativity and productivity of a student.

Foreign Study

According to the study of Grunschel (2013), previous research on academic

procrastination has shown negative consequences for students' academic lives, including

academic failure, decreased productivity and work ethic, and health problems such as stress and

sleep.

As stated of the study of Balkis (2013), Procrastination is negatively correlated with

academic achievement, and students who procrastinate report lower academic satisfaction.

Based on the study of Klingsick (2013), Procrastination is the voluntary postponement

or delay of an action that an individual considers important despite potential negative

consequences.

As stated in the study of Rozental (2014), Every person postpones tasks or assignments

that they are supposed to perform. Although this is often experienced as very stressful, delaying

a given course of action can result in significant psychological suffering. However, for some
individuals, postponing what needs to be done can be a major problem, especially for students. It

is a persistent behavioral pattern that interferes with their daily lives.

As reported by the study of Kim & Seo (2015), self-reported procrastination was more

related to academic achievement than externally assessed procrastination. More prevalent among

young people than older people, procrastination is negatively associated with productivity in

Western and individualistic societies.

According to the study of Langton (2016), Procrastination is the implementation of an

intention to frustrate a person or student before the deadline or almost too late. A high degree of

confidence required before making a decision increases task completion time and leads to

searching for additional information about alternatives.

As stated in the study of Bekleyen (2017), men are more likely to procrastinate than

women. Bekleylen studied 313 freshmen studying English in their first year of college. She

studied the relationship between students' academic procrastination, gender, age, profile

satisfaction and self-rated motivation. The results showed that there was a negative correlation

between motivation and academic procrastination, and it was reported that men procrastinated

more than women.

The reviewed literature and studies from Local and Foreign showed that same thoughts and gives

us more ideas about the current study. Their differences have also been explored as being

reviewed. The current research may involve different respondents that will mainly be focused on

the relationship of Procrastination on the Academic Performance of Academic Track Learners.

 Chapter III

This chapter discussed the method and procedures undertaken during the conduct of the

study. It presents the research methods and techniques used, population and sample of the study,

distribution of respondents, relevant theories, instruments of the study, data gathering procedure,

data processing and the statistical treatment.

Research method and Technique

The researchers used quantitative method and correlational design in determining the

relationship between procrastination and Academic Performance. This method was used to

gather data to identify the relationship of the two variables. Also, this method was employed to

collect, analyze, and summarize the result of the respondents’ practices based on survey

questionnaire. The convenience sampling technique was used to select the respondent in the

Senior High School Students in different Academic Strands at Macario B. Asistio Sr. High

School Unit-1. The following are the criteria's which delimited the study and served its purpose:

(1) The participants must be 16 to 18 years-old and above (2) The participants must be Grade 11

and 12 Students in academic strand of senior high school (3) The participants must be a student

and enrolled at Macario B. Asistio Sr. High School Unit-1.

Population and Sample of the study

The sample (table 1.1) of this study was selected via convenience sampling wherein the

samples are selected on the basis of convenience. This study would be conducted to senior high

school students of Macario B. Asistio Sr. High school Unit 1 during the School Year 2023-2024.
There are six (6) Strands of Senior High School of MBASH Unit 1 this are the HUMSS, GAS,

ABM, ICT, HE, and IA. Therefore, the study population consisted of all students only from the

three (3) strand of senior high school only the HUMSS, GAS, and ABM. The convenient sample

is 160 students were from MB. Asistio High School Unit 1 (MBASH Unit 1). According to

Burns and Grove (1993), a population is defined as all elements (individuals, objects, and events)

that meet the sample criteria for inclusion in a study.

Distribution of the respondents

There are five sections used in this study where two sections are in grade 11 HUMSS

A&B and three sections in grade 12 are HUMSS A, ABM A, and GAS A. In each section,

dividing the entire population into subpopulations is the most reliable so that the result of the

study is equally distributed.

Table 1.1 Population and Sample of the study

Academic strand Population Percentage (%) Sample

11 HUMSS A 46 20% 32

11 HUMSS B 40 20% 32

12 HUMSS A 45 20% 32

12 GAS A 42 20% 32

12 ABM A 42 20% 32

TOTAL 215 100% 160

Relevant theories

Procrastination is the deliberate postponement or delay of an action that is deemed vital by

the individual. Despite the possibility of undesirable results ( Klingsieck, 2013; Steel, 2007).

Approximately 20% of elders are known to be chronic procrastinators (Harriott & Ferrari, 1996).

Despite the fact that there are numerous varieties, academic procrastination is a behavioral type

of procrastination that is more noticeable in terms of its effects on life.

Research instrument

The researchers adopted the 5-point Likert Scale (Table 1.2) Procrastination Assessment

Scale Student (PASS; Solomon & Rothblum, 1984) that we modified and selected only the 20-

items that is related to our research. In addition, we also adopted the 20 item (Table 1.3) General

Procrastination scale (lay, 1986) to determine the level of procrastination of the senior high

school learners. Lastly, we used the Department of Education Level of assessment and

Proficiency to determine the level of academic performance (Table 1.4) together with the used of

Pearson Correlation Coefficient to determine the relation between procrastination along with

academic performance (Table 1.5).

Administration and Retrieval

The survey questionnaire is directly given to the selected respondents. Thirty- two

questionnaires are distributed in each five sections in the academic strand.

Data gathering procedure

 The data was gathered through the use of the adopted procrastination assessment scale

student, which the researchers distribute to the learners in academic strand in Macario B. Asistio

Senior High School Unit-1. The data is gathered through the following steps:

Step I. The permit was given to the principal, assistant principal and also to the advisers

of the respondents requesting that the researchers conduct the research and distribute the

questionnaire to their students.

Step II. Researchers distributed the parent consent of the respondents in the different

sections of academic strand. It also discusses the main objectives of the research.

Step III. After the consent was given to the learners parents, the researchers distributed the

survey questionnaires to the five sections. The selected students for the study will answer the

questionnaires and will be given ample time to answer the questionnaire and the researchers

observing the students while answering the survey questionnaire.

Step IV. Once the survey questionnaire is gathered, the researchers personally approach the

adviser of the five selected section of academic strand to request and get the average in the first

quarter of their students/respondents.

Step V. Subsequent administering the survey questionnaires and getting the average, data

will be tabulated and analyzed using the statistical tools.

Statistical treatment of the data

 After collecting the data needed, the next step is to analyze and interpret the gathered data.

The researchers measure the procrastination as well as academic performance level of the

students first by getting the mean of the two variables. Then, the researchers test the relationship

between the procrastination and academic performance.

Table 1.2 Interpretation of 5-point likert scale measurements

Likert scale Description

point

1 Strongly Disagree

2 Disagree

3 Neutral

4 Agree

5 Strongly Agree

The Table 1.2 shows the scoring system in Procrastination Assessment Scale- Student

Survey Questionnaire.

Table 1.3 General Procrastination Scale Scoring

 Score Description

Range

61 to 100 High in Procrastination

50 to 60.99 Normal in Procrastination

10 to 49.99 Low in Procrastination

In Table 1.3 shows the interpretation of the score from the PASS, the mean of the Strand’s

score in PASS is data that had been interpreted.

Table 1.4 Academic performance Level assessment and Proficiency

Level of Proficiency Equivalent Numerical Value

Beginning (B) 74% and below

Developing (D) 75 – 79%

Approaching Proficiency 80 – 84%

(AP)

Proficient (P) 85 – 89%

Advanced (A) 90% and above

 Based on the Table 1.4, The Department of Education categorized into five level of

proficiency the Academic achievement of the k-12 learners based on the average grade of the

learner.

Table 1.5 Pearson Correlation Coefficient Level descriptions

R Interpretation

1 Perfect Relationship

(+-)0.91 – (+-)0.99 Very high Relationship

(+-)0.71 – (+-)0.90 High Relationship

(+-)0.41 – (+-)0.70 Moderate Relationship

(+-)0.21 – (+-)0.40 Low Relationship

(+-)0.01 – (+-)0.20 Negligible Relationship

0 No Relation

Note. r = Pearson Correlation Coefficient

The Table 1.5 shows the evaluation of the product, in which category of relationship level

the result of the Pearson Correlation Coefficient statistical treatment.

Formula of Pearson Correlation Coefficient

Where:

M = Number of sample

X = First Variable

V = Second Variable
 Chapter IV

Presentation, Analysis and Interpretation of data

This chapter consists of presentation, analysis, and interpretation of data based on the

pronounced problems stated by the researchers of this study. In addition, this research aims to

know if procrastination has a relationship between the academic performances of the students.

Table 2.1 Sample size of the participants

Participant N Percentage

12- ABM A 32 20%

12- HUMSS A 32 20%

12- GA A 32 20%

11- HUMSS B 32 20%

11- HUMSS A 32 20%

Total 160 100%

Note. n = Sample size

According to Table 1.1, we have several 32 respondents from each academic strand, with a

total of 64 respondent which is 40% coming from grade 11 section A and B which both strand in

Humanities and Social Sciences (HUMSS) strand, and a 60% coming from Grade 12 level

students coming three different strand, 32 from Grade 12 ABM section A, 32 from Grade 12 GA

section A and another 32 from Grade 12 HUMSS section A with a total of 160 respondent

(100%).
Table 2.2 Descriptive statistics- level of procrastination

11 HUMSS A 11 HUMSS B 12 GA A 12 HUMSS A 12 ABM A

M 63.34 60.93 60.90 56.69 57.31

MEDIAN 66.5 61 61 55 61

MODE 69 61 61 51 49

SD 6.67 7.57 7.56 11.66 9.60

Legend: 10-49.99= Low in procrastination, 50-60.99= Normal in procrastination, 61-100= High

in procrastination

Based on the table above (table 2.2), each mean of the strands were interpreted using the

GPS (table 1.3). The mean of procrastination from the 11 HUMSS A were M=63.34 (SD=6.67)

which falls under the category of high in procrastination. The 11 HUMSS B mean were M=60.93

(SD=7.57) which interpretation is high in procrastination. Additionally, the mean of the score of

12 GA A were M = 60.90 (SD = 7.56) which is identify as high in procrastination. The 12

HUMSS A mean score from the Procrastination Assessment Scale Student were M = 56.69 (SD

= 11.66) where interpretation is low in procrastination. Lastly, like the previous strand, the mean

of the score of 12 ABM A were M = 57.31 (SD = 9.60) were identify as low in procrastination.
Table 2.3 Descriptive statistics- level of academic performance

Grade and Section M (SD) Description

11 HUMSS A 85.84 (3.48) Proficient (P)

11 HUMSS B 84.84 (3.52) Approaching Proficiency (AP)

12 GA A 87.21 (3.28) Proficient (P)

12 HUMSS A 86.53 (3.26) Proficient (P)

12 ABM A 89.34 (2.58) Proficient (P)

Note .M = Mean, SD = Standard deviation, P = Proficient

According to table 2.3, the descriptive data of 11 HUMSS A academic performance with the

mean of M = 85.84 (SD = 3.48) in addition to the Department of Education level of assessment

and proficiency (table 1.4) the academic performance interpretation is Proficient. The Average

grade of 11 HUMSS B is M = 84.84 (SD = 3.52) which is interpreted as Approaching

Proficiency. The interpretation in Academic performance of 12 GA A is Proficient with the

average of M = 87.81 (SD = 3.28). In addition, the average of 12 HUMSS A is M = 86.53 (SD =

3.26) which interpretation is Proficient, the same with the 12 ABM A where the average of

Academic performance is M = 89.34 (SD = 2.58).

Table 2.4 Pearson Correlation Coefficient- Procrastination and Academic Performance

Procrastination Academic Pearson (r) Description

(M) performance (M)

11 HUMSS A 63.34 85.84 -0.23 Low relationship

11 HUMSS B 60.93 84.84 0.07 Negligible

relationship

12 GA A 60.90 87.21 0.09 Negligible

relationship

12 HUMSS A 56.69 86.53 -0.19 Negligible

relationship

12 ABM A 57.31 89.34 0.06 Negligible

relationship

Overall (M) −0.56 Moderate

relationship

In Table 1.3, the relationship between V1 (Procrastination) and V2 (Academic performance)

were determine using the Pearson Correlation Coefficient Scale measurement (table 1.5). In the

case of 11 HUMSS A, using the mean of procrastination as array1 (M = 63.34) and average of

academic performance as array2 (M = 85.84) resulted in -0.23 which interpretation is Negatively

Low in relationship. We used the same procedure as well at Grade 11 HUMSS B, 12 GA A and
12 HUMSS A as well as 12 ABM A. The averages in 11 HUMSS B were M = 60.93at

procrastination plus M = 84.84at academic performance with the result of 0.07 which falls in the

Positively Negligible in relationship category. Grade 12 GA A procrastination mean is M =

60.90 (array1), and academic performace mean M = 87.21 (array2) where the result

interpretation is Negligible relationship. Whereas the 12 HUMSS A result interpretation is

Negatively Negligible in relationship, the averages are M = 56.69 and M = 86.53 with the result

of -0.19. In comparison to 12 HUMSS A with result of Negligible in relationship, the 12 ABM A

result was 0.06 where the interpretation is positively Negligible in relationship (M = 57.31, M =

89.34). In the end, all the Average(M) data of Procrastination as well as Academic performance

were used as array1 and array2 to obtain the overall Relation between Procrastination along with

academic performance where the result (M =-0.56) is Negatively Moderate in relationship.

Chapter V
 Summary, Conclusions and Recommendations

Summary

This study aimed to determine the levels of procrastination and its relation to the

Academic Performance of the Academic track learners of Macario B. Asistio Senior High

School Unit-1. This study sought an answer to the following: (1) What is the level of

procrastination of (a) Grade 11 HUMSS A (b) Grade 11 HUMSS B (c) Grade 12 GA A (d)

Grade 12 HUMSS A (e) Grade 12 ABM A; (2) What is the level of academic performance of (a)

Grade 11 HUMSS A (b) Grade 11 HUMSS B (c) Grade 12 GA A (d) Grade 12 HUMSS A (e)

Grade 12 ABM A (3) What is the relationship between procrastination and academic

performance of academic track students?

This study only focused on the procrastination and its relationship on the academic

performance of the academic track students at Macario B. Asistio Senior High School Unit- 1.

The respondent of this research will only be limited to senior high school students of Macario B.

Asistio Senior High School Unit- 1. This research will only tackle the relationship of

procrastination and the academic performance of students, this study will also determine the

level of procrastination of the students.

The researchers used a adopted 5 point Likert scale survey questionnaire. The research

instrument was administered through the method of convenience sampling. In order to collect the

data, the researcher utilized survey questionnaire forms to the 160 participants. To interpret the

scores gathered in the data from the participants to know the relationship between procrastination
and academic performance, we used statistical treatment Pearson Correlation Coefficient, and

General Procrastination scale was used in determining the respondents procrastination level.

Conclusion

In conclusion, the research that has been conducted shows that there is a Negative

relationship between procrastination and academic performance. Thus, the higher the

procrastination, the lower the academic performance.

Recommendation

Based on the finding that the researchers gathered and the presented conclusions, the

procrastination level of the students even though it range to moderate stress to much

procrastination level. It affect their academic performance. As such, this research is

recommended to the students.

This research would benefit are the students. For this research was created for

students who often procrastinate and feeling demotivated on doing their academic work. As we

all know procrastination is common, it can be experienced by anyone with responsibilities. This

research recommend for the students for them to making a list based on the urgent work to be

done, setting a specific and regular timetable for starting school and adopting active study

methods is also important tomaintain and improve their grades.

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