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CHAPTER 1

INTRODUCTION

Background of the Study

The word procrastination originated from the Latin verb procrastinare, meaning

‘putting forward until tomorrow’. Procrastination describes the behavior of unnecessarily

delaying work on an important task contrary to one's initial intention, despite being aware

that this might come to one's disadvantage (Klingsieck, 2013).

Procrastination, according to Langton (2016), is the avoidance of carrying out an

objective and obstructing a person's stated goals by delaying something until it is too late

or almost too late. The high level of certainty required before making a decision causes

people to take longer to accomplish tasks and look into more options.

However, Laeus (2015) explains that procrastination is the avoidance of doing a task that

needs to be accomplished. He further states that procrastinating is the process of doing

more pleasurable things in place of less pleasurable ones or carrying out less urgent tasks

instead of more urgent ones, thus putting off impending tasks until a later time.

According to Allien and Milgram (2017), procrastination is primarily a behavior

sequence of postponement, producing a poor behavioral product, involving a task that the

procrastinator believes is crucial to complete, and resulting in an emotional upset.

Kims (2015) distinguishes between the optimistic procrastinator and the

pessimistic procrastinator. An optimistic procrastinator tends to delay their task until it’s

due, for the reason that they know to themselves that they can finish the task in the

allotted time. Nevertheless, they often overestimate their skill, and when the deadline is
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approaching, they mostly can’t finish the task that was given to them for the reason that

they no longer have the sufficient time required for the project.

Pessimistic procrastinators, however, also know that they have a task to do and are

aware of the fact that they get left behind with the schedule but choose not to engage with

it, for the reason that they often have no idea how to deal with the given task. They feel

incompetent and are afraid that their involvement will further prove their incompetence;

therefore, they choose to delay the task to avoid unpleasant situations.

One instance of procrastination is in academics. Half of the student population is

being negatively impacted by widespread research on student behavior (Rosenthal &

Carlbring, 2014). Academic procrastination was characterized by Solomon and Rothblum

in 1984.

Moreover, there is a widespread and persistent tendency on the part of students to

put off academic tasks, which is frequently accompanied by anxiety. Procrastination is a

well-known, almost commonplace phenomenon. Students often delay tasks and activities

inherent to learning and studying, despite knowing that they will be worse off because of

the delay (cf. Steel, 2007; Steel and Klingsieck, 2016).

For senior high school students, in particular, procrastination can be a significant

challenge as they navigate the transition from lower levels of education to the more

demanding academic and social expectations of senior high school.

Furthermore, this study aims to investigate the level of procrastination among senior high

school students at Don M. Gonzalvo Memorial High School, with a focus on identifying

the causes and effects of procrastination as well as potential solutions to this problem. To
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achieve this goal, the study will utilize a mixed-methods approach that combines

quantitative surveys and qualitative interviews.

Hence, this study will involve administering a survey to a sample of senior high

school students, which will gather data on the frequency and nature of procrastination

among students as well as factors that may contribute to this behavior, such as

motivation, time management, stress, and academic achievement.

The interviews will cover topics such as the specific tasks and activities that

students tend to procrastinate on, the reasons why they procrastinate, and the strategies

and interventions that they have found to be effective in overcoming procrastination. By

examining the experiences and perspectives of students, as well as the factors that

contribute to procrastination, this study seeks to contribute to the existing knowledge

about this phenomenon and provide actionable recommendations for educators, parents,

and students.

The findings of this study may inform the development of interventions and

strategies that can help senior high school students at Don Mariano Gonzalvo Memorial

High School overcome procrastination and achieve their academic and personal goals.

Additionally, this study may contribute to a broader understanding of procrastination

among students and help inform future research in this area.

By understanding the causes and consequences of procrastination and finding

effective intervention strategies, this study can contribute to the development of programs

and interventions that can help students overcome procrastination behavior. This research

can also serve as a guide for educators and practitioners in addressing the issue of

procrastination among students, leading to better academic and personal outcomes.

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Statement of the Problem

This research aims to investigate the level of procrastination and the academic

performance of senior high school students at Don Mariano Gonzalvo Memorial High

School. Specifically, the study seeks to address the following research questions:

1.) What is the level of procrastination among Senior High Dchool students of Don.

M. Gonzalvo Memorial High School?

2.) What are the sources of the Senior High School students' procrastination

behavior?

3.) What is the level of academic performance among senior high school students of

Don M. Gonzalvo Memorial High School.

4.) Is there a difference in the level of procrastination between Grade 11 and Grade

12 in Don M. Gonzalvo Memorial High School?

5.) Is there a relationship between procrastination and academic performances?

6.) What interventions can be implemented to reduce procrastination among senior

high school students at Don Mariano Gonzalvo Memorial High School?

By addressing these research questions, this study will provide valuable

insights into the phenomenon of procrastination among senior high school students

and inform the development of effective interventions to address this issue.

Hypotheses

There is a significant difference in the level of procrastination between grade 11 and

grade 12 students.

There is a significant relationship between the academic performance and

procrastination among Senior High School students.

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Review of Related Literature and Studies

This section contains the past related literature and studies of researchers that

researched the procrastination and academic performances of students.

Procrastination

According to researchers, procrastination is common among students; roughly 70–

90% of them do it (Chehrzad et al., 2017). In this sense, academic procrastination is

frequently used to describe a delay in task completion, disorganization, forgetfulness, and

general behavioral rigidity.

As the deadline for tasks approaches, the quality of work diminishes and stress

overwhelms the individual, leading to "Procrastination at its Peak." This Filipino mañana

habit, commonly known as procrastination, could be a potential factor affecting students'

academic performance (Gocotano, P.J., 2018).

Unsurprisingly, many students affected by procrastination wish to modify this

behavior (Grunschel & Schopenhauer, 2015), for instance, by participating in initiatives

or programs geared at assisting people in reducing their procrastination.

Plaxton (2017) states that numerous students consider procrastination a significant

obstacle to managing their time, as they tend to give priority to activities they enjoy over

their academic work. Due to having multiple responsibilities, including household chores

and other activities aside from school-related tasks, students often neglect their academic

responsibilities and engage in more enjoyable activities instead.

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Researchers have noted the harmful impacts of procrastination on learning and

achievement, including worse marks and course dropouts (Aremu et al., 2011; Balkis,

2013).

Current programs mostly focus on individual behavior change (e.g., enhancing

time management skills or identifying and correcting dysfunctional thoughts) (Eerde &

Klingsieck, 2018). Human behavior, however, is the outcome of the interaction between a

person and their environment (Blum et al., 2018; Furr & Funder, 2021).

Therefore, it could be argued that situational and social procrastination factors,

like group work, can be taken into account to improve interventions. Numerous studies in

education and social psychology demonstrate that group work can result in higher

individual effort and performance than individual work if the individual's contribution is

crucial to the success of the group (Johnson et al., 2007; Torka et al., 2021).

Nonetheless, these studies concluded that the sense of being obliged to do

something for the group can reduce the bad habit of those who procrastinate a lot rather

than working as individuals. In addition to being a typical practice among students,

breaking down large assignments into smaller subtasks that are done by individual

members is a cooperative learning method (Barkley et al., 2014).

Larger group assignments are frequently broken down into smaller, individual

projects by student groups, making these smaller activities crucial to the success of the

group. When compared to individual work, group work can result in greater enjoyment or

a more upbeat mood (Hertel et al., 2018).

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Other research has been unable to uncover this connection. In reality, it's possible

that being indispensable could be seen as a burden, such as the worry of disappointing

other group members (Samendinger et al., 2017; Samendinger et al., 2019).

Academic Performances

Researchers have reported negative effects of procrastination on learning and

achievement, such as lower grades and course withdrawals (Aremu et al., 2011; Balkis,

2013).

A.M. Ilchenko (2015) argues that many students tend to procrastinate because they

prefer doing things that are more enjoyable and less stressful at the moment. Moreover,

Individuals who possess high autonomous motivation tend to undertake academic tasks

out of their own free will, and they consider such tasks intriguing, valuable, or having

personal significance. Consequently, such students are more likely to experience a greater

sense of emotional well-being.

A meta-analysis conducted by Howard et al. (2021) supports this claim by

demonstrating that indicators of autonomous motivation, such as intrinsic and identified

regulation, are linked to a higher level of positive emotions and a lower level of negative

emotions in an academic environment.

A study conducted by Arnott and Dacko (2014) investigated the submission

behavior of online end-of-term assignments among 777 undergraduate marketing

students from the University of Warwick Business School over a period of five years.

The submission times were categorized into 18-time intervals, ranging from "up to the
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last 24 hours" to "the last minute." The results showed that students who submitted their

work at least a day before the deadline received a mean grade of approximately 64, while

those who waited until the last minute earned a mean grade of 59.

The study also found that 86.1% of the students waited until the last 24 hours to

turn in their work, receiving an average score of 64.04, compared to early submitters’

average score of 64.32. Interestingly, the average score for the most part continued to

drop by the hour, with those who waited until the last minute to turn in the assignment

receiving the lowest average grade of 59.

The study concluded that students who submitted their assignments at the last

minute faced a 5% reduction in marks when compared to those who submitted their

assignments 24 hours or more before the deadline.

Students who procrastinate typically face the challenge of completing academic

tasks under time pressure and juggling multiple tasks simultaneously, leading to subpar

work quality and potentially lower grades (Patrzek et al., 2012; Grunschel et al., 2013).

Several research studies, including those conducted by Kim and Seo (2015) and

Zhang et al. (2018), have shown that academic procrastination is widespread among

university students and is linked to lower academic achievement and higher levels of

stress.

The studies identified three types of procrastination, namely: arousal, which

involves starting work on tasks only when the deadline is approaching; avoidance, which

involves putting off tasks for an extended period; and decisional, which involves

postponing decisions.
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Additionally, Batool, Khursheed, and Jahangir (2017) pointed out two types of

procrastination, namely: passive procrastinators, who have difficulty making timely

decisions and tend to delay tasks until the last minute, and active procrastinators, who

delay their plans but are still able to complete tasks on time.

According to Kiamarsi and Abolghasemi (2014), academic procrastination is

viewed as a psychological vulnerability in students, and it is strongly associated with self-

efficacy. The rationale behind this is that when students engage in academic

procrastination, either because of inadequate time management or other reasons, they

encounter difficulties that can have a detrimental impact on their self-efficacy.

Kim and Seo (2015) conducted a meta-analysis of 33 studies that involved 38,529

respondents to examine the relationship between procrastination and academic

performance. The analysis indicated that there was a negative correlation between

procrastination and academic performance.

However, this relationship was not statistically significant and was influenced by

the choice of measures or indicators, as well as the use of self-report scales and the

demographic characteristics of the respondents. The study also found that academic

procrastination was more strongly correlated with academic performance in younger

students.

In recent years, academic procrastination has been the focus of several studies

conducted by different researchers (Hussain & Sultan, 2010; Kandemir, 2014; Shaked &

Altarac, 2022). These researchers have found that students who procrastinate in their

academic tasks may experience negative consequences due to this behavior (Kandemir,

2014; Yuen & Yan, 2015).

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Additionally, the act of procrastinating academic responsibilities can lead to poor

outcomes as students delay their duties in a manner that impedes their ability to perform.

However, identifying the reasons behind this behavior can help to control it (Kandemir,

2014).

According to Fuschia Sirois, Ph.D., individuals who frequently procrastinate often

have decreased levels of self-compassion, leading to self-blame, criticism, and a general

absence of kindness and acceptance when they fail to act on their intended actions. These

negative self-evaluations can contribute to the stress related to procrastination and further

undermine emotional well-being and even physical health.

In 2017, a study was published that provided evidence supporting this notion. The

study found a link between specific types of procrastination and neuroticism, a

personality trait that indicates a greater vulnerability to experiencing emotions such as

anxiety, worry, or frustration.

According to Mann (2016), previous researchers have distinguished between two

types of procrastination: behavioral procrastination and decisional procrastination.

Behavioral procrastination refers to delaying the completion of tasks, while decisional

procrastination involves postponing decision-making within a certain time frame.

Bailey (2017) recommended that it is beneficial to continue with tasks once you have

started them. Completing tasks promptly and without delay would prevent last-minute

cramming.

Sirois and Pychyl (2013) suggested that individuals who procrastinate are likely to

experience adverse effects on their mental health, including feelings of guilt, shame, and

low self-esteem. Furthermore, procrastinators may engage in activities that contradict

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their long-term objectives, such as substance abuse, overeating, or other forms of self-

destructive behavior.

In addition, Steel and Klingsieck's (2016) research demonstrated a significant

correlation between procrastination and negative health behaviors such as smoking,

alcohol abuse, and poor sleep habits. The study also found that procrastinators were less

physically active and more prone to engaging in risky sexual behavior.

Moreover, Rozental et al. (2018) examined how procrastination relates to

psychological distress. They administered an online survey to 837 Swedish adults, which

included assessments of procrastination, depression, anxiety, and stress.

The findings revealed that individuals with higher levels of procrastination

exhibited greater symptoms of depression, anxiety, and stress. The researchers postulated

that although procrastination might initially function as a coping mechanism for those

experiencing negative emotions, it could ultimately lead to increased psychological

distress.

In a study by Sirois and Kitner (2015), the correlation between procrastination and

health behaviors was examined. The research involved 181 respondents who were

surveyed and assessed for their levels of procrastination and participation in healthy and

unhealthy behaviors such as alcohol consumption, smoking, and exercise.

The study found that individuals with higher levels of procrastination were more

likely to engage in unhealthy behaviors and less likely to participate in healthy behaviors.

This suggests that procrastination may hinder a person's ability to make positive health

behavior changes, leading to adverse health outcomes.

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Negative consequences that are associated with procrastination include lower

psychological well-being (Bu et al., 2021; Çelik & Odaci, 2020; Krause & Freund, 2014),

higher anxiety and stress (Argiropoulou & Patra, 2020; Sirois & Tosti, 2012; Tice &

Baumeister, 2013), and lower academic achievement (Gareau et al., 2018; Kim & Seo,

2015; Morris & Fritz, 2015).

Park and Sperling (2014) conducted a study to investigate the motives and reasons

for procrastination concerning self-regulated learning in academic tasks. The study aimed

to understand the differences in the learning strategies used by high and low

procrastinators.

The results of the study revealed that individuals with high tendencies to

procrastinate were less likely to use cognitive and metacognitive learning strategies

compared to low procrastinators. Moreover, these individuals were found to employ

defensive self-handicapping strategies, such as avoidance or setting lower goals. In

conclusion, people with high procrastination tendencies tend to lack effective self-

regulation and often fail to complete their tasks efficiently.

Sirois and Pychyl (2013) conducted a study to explore how procrastination relates

to self-regulatory failure. They found that procrastination had a significant correlation

with self-regulatory failure, indicating that individuals who procrastinate may have

difficulties regulating their behaviors, impulses, and emotions.

This inability to self-regulate can lead to adverse outcomes, such as lower job

satisfaction, poor academic performance, and decreased well-being. The study also found

that procrastination was linked to higher levels of stress, anxiety, and depression, which

further underscores the negative impact of procrastination on personal behavior and well-
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being. In conclusion, the study suggests that procrastination is not just a behavior that can

result in negative outcomes but also a manifestation of underlying problems with self-

regulation and emotional regulation.

Fuschia Sirois, Ph.D. (2015), who is currently affiliated with the University of

Sheffield in the United Kingdom, states that individuals who engage in procrastination

typically exhibit increased levels of stress and decreased levels of self-compassion.

Procrastination is also expected to be related to worse emotional well-being. While

avoiding a task may initially provide temporary relief, procrastination typically leads to

self-imposed stress and ultimately worsens how a person feels. (Sirois and Pychyl, 2013).

When people engage in procrastination, one of the most apparent consequences

they face is an increase in stress levels, leading to decreased happiness. In a study

conducted by Haghbin and Pychyl (2013), the respondents were asked to report how

much of a negative impact procrastination had on their happiness.

Nearly half of the 2,700 respondents indicated that procrastination had a significant

negative impact, with 18% reporting an "extreme negative effect." The study highlights

the detrimental impact of procrastination on individuals' lives.

In a study conducted by Sirois and Giguère (2018), the relationship between

procrastination and personality traits, self-efficacy, and self-esteem has been explored.

The research involved 288 respondents who completed self-report questionnaires on

procrastination, personality traits, self-efficacy, and self-esteem.

The findings showed that procrastination had a positive correlation with

neuroticism and a negative correlation with conscientiousness, self-efficacy, and self-

esteem. The authors propose that these personality traits and beliefs may have a
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predictive effect on procrastination behavior. The study provides a better understanding

of the underlying factors that contribute to procrastination and emphasizes the importance

of addressing them to reduce procrastination behavior.

Similarly, numerous studies conducted among college students have indicated that

procrastination is linked to decreased positive affect and increased negative affect

(Turban et al., 2013; Blouin-Hudon and Pychyl, 2015; Balkis and Duru, 2016; Choy and

Cheung, 2018; Gautam et al., 2019).

SYNTHESIS

Procrastination is a prevalent behavior among students, with up to 90% of them

engaging in it (Chehrzad et al., 2017). Academic procrastination is characterized by

delays in task completion, forgetfulness, and behavioral rigidity. Many affected students

wish to modify their behavior by participating in programs geared toward reducing it

(Grunschel & Schopenhauer, 2015).

Nonetheless, procrastination can negatively affect academic performance, leading

to poor grades and course dropouts (Aremu et al., 2011; Balkis, 2013; Gocotano, 2018).

Students tend to prioritize enjoyable activities over their academic work, considering

procrastination a significant obstacle to managing their time (Plaxton, 2017).

Current programs focus on enhancing time management skills and correcting

dysfunctional thoughts (van Eerde & Klingsieck, 2018). However, studies in education

and social psychology have shown that situational and social procrastination factors, like

group work, should be taken into account to improve interventions (Johnson et al., 2007;

Torka et al., 2021).

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Group work can result in higher individual effort and performance than individual

work, especially when the individual's contribution is crucial to the group's success

(Hertel et al., 2018). Nonetheless, being unaware of what to do could lead to negative

effects, such as the worry of disappointing other group members (Samendinger et al.,

2017, 2019).

Procrastination can lead to completing academic tasks under time pressure,

juggling multiple tasks simultaneously, and producing subpar work quality, potentially

resulting in lower grades (Patrzek et al., 2012; Grunschel et al., 2013).

Arnott and Dacko (2014) found that students who submitted their assignments at the last

minute received lower grades than those who submitted their assignments 24 hours or

more before the deadline.

Howard et al. (2021) conducted a meta-analysis that demonstrated a link between

autonomous motivation and positive emotions and a lower level of negative emotions in

an academic environment. Academic procrastination is widespread among university

students, as shown by studies conducted by Kim and Seo (2015) and Zhang et al. (2018).

Procrastination can have negative consequences for an individual's mental and

physical health, as well as their academic and professional performance. Studies have

shown that individuals who procrastinate often experience decreased levels of self-

compassion, leading to negative self-evaluations, stress, and emotional distress.

Furthermore, procrastinators are more likely to engage in unhealthy behaviors and

less likely to participate in healthy ones, hindering their ability to make positive health

changes. Procrastination has also been linked to lower psychological well-being, higher

anxiety and stress, and lower academic achievement.

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Overall, while procrastination may provide temporary relief, it ultimately leads to

self-imposed stress and worsens how a person feels. It is important to recognize the

impact of procrastination on personal behavior and well-being and work towards

developing effective self-regulation and emotional regulation strategies to overcome it.

Conceptual Framework

To better conceptualize the findings of the level of procrastination and its effect

on the study habits of the students, a framework is proposed.

Senior High School Student

Procrastination Academic
Level: Performance:
-Very High
-High -Outstanding
-Average -Very
-Low Satisfactory
-Very Low -Satisfactory
-Fairly
Sources : Satisfactory
-Social -Did not meet-
-Personal expectation
-Emotional

Interventions
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Figure 1. Procrastination and Academic Performance among Senior High School

in Don M. Gonzalvo Memorial High School

The illustration shown above presents the variables which were applied in the

present study. The purpose of this framework is to know the relationship between

students’ procrastination and their academic performances.

The first frame contains the target population of this study which is the Senior

high school students of Don M. Gonzalvo Memorial High School. Followed by the

second frame, containing the procrastination level of the students ranging from Very low,

Low, Average, High, and Very high. The second frame also contains the Sources of the

procrastination of the Senior high school students, namely, Social, Personal, and

Emotional sources. Moreover, the third frame contains the Academic performances of the

target population, which are “Did not meet expectations”, “Fairly Satisfactory”,

“Satisfactory”, “Very Satisfactory”, and “Outstanding”. Lastly, the fourth frame contains

the Interventions.

Furthermore, according to the studies of Patrzek et al., 2012; Grunschel et al.,

2013, Students who procrastinate typically face the challenge of completing academic

tasks under time pressure and juggling multiple tasks simultaneously, leading to subpar

work quality and potentially lower grades. This means that, students’ academic

procrastination and their academic performances have effects on each other.

To sum it up, this framework signifies the relation of the problem to its levels,

factors, and solution.

Significance of the study

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Students

This study is significant in contributing to the existing body of knowledge on

procrastination, which is a widely recognized issue among students. By examining the

level of procrastination among senior high school students at Don Mariano Gonzalvo

Memorial High School, this study can provide valuable data for future research on this

topic.

Teachers

By understanding the reasons why students procrastinate, teachers and school

administrators may develop strategies and interventions to help students overcome

procrastination and improve their academic performance.

Parents

This research can help parents equip themselves with knowledge about

procrastination and its impact, enabling them to guide their children more effectively.

Community

By understanding and addressing procrastination, we directly empower local

youth, offering them tools to overcome challenges and succeed academically. Moreover,

by tackling a relevant issue in the community, the study fosters collaboration between

educators, students, and parents, creating a more supportive learning environment.

Future Researchers

This research can serve as a foundation for future research in the field. Inform

future interventions and provide insights for researchers to develop and test interventions

aimed at reducing procrastination and improving academic outcomes.

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Researchers themselves

This study helped the researchers gain a comprehensive understanding of

procrastination among senior high school students, contributing to their expertise in

educational fields. This study also enhances the professional development of researchers

by providing hands-on experience in addressing real-world educational challenges.

CHAPTER II

METHODOLOGY

This chapter is a presentation of the methodology and procedure employed by the

researcher in conducting this study. It includes an explanation of the research methods

and procedures, as well as the instruments used in the treatment of the data. The kind of

sources of data gathered and the manner of organizing and interpreting them are also

presented.

Research Design

To effectively identify the level of procrastination among the senior high school

students in Don M. Gonzalvo, the researchers will provide a series of survey questions to

several respondents. The research will utilize quantitative methods. The researchers will

use a descriptive-correlational survey research design in order to determine the level,

sources, effects, and even the difference between the levels of procrastination in grades

11 and 12.

The survey will utilize a Likert scale to measure procrastination and academic

performance. The study will ensure ethical conduct by obtaining informed consent from
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all respondents, and anonymity and confidentiality will be maintained throughout the

study.

Definition of Terms

Procrastination

It is the act of delaying or postponing something, often needlessly or habitually. It

is the tendency to put off tasks until the last possible moment or beyond, despite negative

consequences (Merriam-Webster dictionary). In the present study, procrastination is the

primary behavior that will be measured and studied among high school students.

Academic Procrastination

It occurs when students postpone the completion of activities, projects, and

assignments unnecessarily (Future of Medical Journal). In the present study, academic

procastination is what will be measured by each student if they happen to have this kind

of behavior.

Academic performance

It is a measurement of student achievement across various academic subjects

(Ballotpedia.org). In the present study, academic performance will be used as a variable

to measure the impact of procrastination on student performance.

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Very High

According to the Cambridge Dictionary, "very high" is the consistently highest

score. In the present study, it refers to the rate at which an individual procrastinates.

High

Taller than average (Merriam-Webster Dictionary). In the present study, it refers

to the rate at which an individual procrastinates.

Average

Something in the middle position (Merriam-Webster Dictionary). In the present

study, it refers to the rate at which an individual procrastinates.

Low

Small amount (Merriam-Webster Dictionary). In the present study, it refers to the

small amount of procrastination that an individual has.

Very Low

Performance at a level that is notably deficient or inadequate. (Cambridge

Dictionary). In the present study, it refers to the small amount of procrastination that an

individual has.

Outstanding

An outstanding student (the dictionary.com). In the present study, it refers to the

students with an average of 90 and above.

Very Satisfactory
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Something that is satisfactory is acceptable to you or fulfills a particular need or

purpose (Collinsdictionary.com). In the present study, it refers to the students with an

average of 85–89.

Satisfactory

Good enough for a particular need or purpose (Cambridge Dictionary). In the

present study, it refers to the students with an average of 80–84.

Fairly Satisfactory

A tolerable or acceptable result (Vocabulary.com). In the present study, it refers

to the students with an average of 75–79.

Did not meet expectations.

Refers to “not having all that is needed or expected” (Merriam Webster). In the

present study, it refers to students with an average below 75.

Personal factors

An individual has characteristics and traits that influence their initial thoughts,

feelings, and behaviors (The Definition.com). In the present study, it refers to the

possible sources of one's procrastination habits.

Mental Factors

Defined as the aspect of the mind that apprehends a particular quality of an object

(Wikipedia). In the present study, it refers to the possible sources of one's procrastination

habits.
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Emotional Factors

A performer's feelings and how these can influence the outcome of any activity

(BBC.co). In the present study, it refers to the possible sources of one's procrastination

habits.

Respondents

The respondents of the present study are all senior high school students at Don M.

Gonzalvo Memorial High School. A systematic sampling method will be used to ensure

that the respondents are representative of the population. A total of 100 students (50

students from grade 11 and 50 students from grade 12) will participate and be

interviewed. To measure procrastination, a survey questionnaire will be administered to

the respondents.

Instruments

To collect relevant data for the study, the researcher will employ a survey and in-

depth interviews to obtain pertinent information from the respondents. The survey will be

utilized to determine the percentage of procrastination among senior high school students.

The survey is deemed more efficient, and a Researchers-made questionnaire,

namely Balababa, Borja, Lindog, Arevalo, Capisonda, Tolosa, Dimaala (BBLACTD),

will be used. It will contain three sets of questions: one set consisting of ten questions

about the frequency of procrastination; the other set will have ten questions about the

causes of procrastination; and the last set will contain open-ended questions for a better

understanding of the subject. Overall, resulting in twenty-six questions. This approach

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will be useful in gathering data from the respondents, as it will serve as the basis for

identifying the factors that contribute to the problem and its effects.

The researchers-made questionnaire for the frequency of procrastination will

include ten questions. And 7 questions each for three sources, specifically emotional

factors, personal factors, and social factors, resulting in 21 questions for the sources of

procrastination. The respondents will be instructed to put a tick (/) on the corresponding

number, with 1 indicating that the respondent disagrees with the given statement and 5

indicating that the respondent strongly agrees with the statement given.

Procedure

This section includes the procedure for gathering the data. This includes the

preparation phase, the data gathering phase, and the post phase. In the preparation phase,

we created permission for the advisers and teachers to interview students with

procrastination issues.

To be able to formally start the study, the researchers asked permission to conduct

a survey at the senior high school from the school head, Mrs. Nelifer P. Melchor. Only

then would the researcher determine the number of question papers required.

After getting the needed information, the researcher would then identify the level, causes,

and effects of procrastination among the students through a survey that would be

conducted. The survey would contain questions where the respondents would be given

the option to select answers that best suit their personalities and traits. To be more

specific, the respondents would be given a 4-point Likert-scale type of questionnaire to

be able to gather the quantifiable data needed for the study.

 25

Hence, in the post phase of the study, the researchers will analyze the data that

has been gathered. The factors will be determined in this process, and the researchers are

expected to give recommendations and discover what interventions could be developed to

help students avoid procrastination.

Data analysis

Interview data will undergo analysis and interpretation. To gain insight into the

respondents backgrounds, the researchers will collect demographic information such as

age, name, grade level, and grade average. This information will aid in identifying the

students' characteristics.

To begin the analysis, the researchers will compute the frequency and percentage

of students who are severe procrastinators based on the provided data. The grade level

with the most significant number of procrastinators will be determined.

The researchers will use frequency, percentage, and ranking to determine the most

prevalent factors contributing to academic procrastination.

Overall, the researchers will use frequency, percentage, and ranking to identify

the most common factors causing academic procrastination among senior high school

students. Z-test inferential statistics will be used to determine the difference in the level

of procrastination between grade 11 and grade 12, with a level of significance of 0.05.

Additionally, the Pearson-product moment correlational relationship is utilized to

determine the relationship between the students procrastination and their academic

performances.
 26

Chapter III

RESULTS
This section presents the quantitative results of the data gathered in this research.

The results were presented accordingly for the level of procrastination, sources of

procrastination, academic performances, the difference in procrastination between grades

11 and 12, and the relationship between academic performance and procrastination.

The results were analyzed using frequency, percentage,and rank. Also, a z-test

was utilized to determine the difference in the level of procrastination between grades 11

and 12. A Pearson-product moment correlation with a 0.05 level of significance was used

to determine the relationship between academic performances and procrastination among

senior high school students at Don M. Gonzalvo Memorial High School.

Level f %

Very High 6 6
High 38 38
Average 45 45
Low 11 11
 27

Very Low 0 0
Total 100 100
Table 1. Frequency and percentage level of procrastination among Senior High School
in Don M. Gonzalvo Memorial High School

Table 1 presents the frequency and percentage level of procrastination among

senior high school students at Don M. Gonzalvo Memorial High School. It was found

that among the 100 respondents, 6 (6%) had a very high level, 38 (38%) had a high level

of procrastination, 45(45%) had an average level, and 11 (11%) had a low level.

Table 2. Score, mean, percentage, and rank of the sources of procrastination of the
Senior High School Students of Don M. Gonzalvo Memorial High School
Sources X x̄ % Rank

Emotional 2135 21.35 34.35 1

Personal 2061 20.61 33.16 2
Social 2019 20.19 32.49 3

Total 6215 62.15 100

Table 2 illustrates the score, mean, percentage, and rankings of the sources of

procrastination of the senior high school students at Don M. Gonzalvo Memorial High

School. Based on the gathered data, emotional factors ranked as the main source of

procrastination with a percentage of 34.35%, and personal factors came in second as the

most contributing source of procrastination with 20.61%. While social factors are ranked

as the lowest among the sources of procrastination with a percentage of 32.49%.

Table 3. Frequency, and percentage of the academic performance of the Senior High
School students in Don M. Gonzalvo Memorial High School.

Level F %

Outstanding 29 29
Very Satisfactory 33 33
 28

Satisfactory 30 30
Fairly Satisfactory 7 7
Did not meet Expectations 1 1

Total 100 100

Table 3 illustrates the frequency and percentage of the academic performance of

the senior high school students at Don M. Gonzalvo Memorial High School. It was

revealed that 29% of the respondents had outstanding academic performance, 33% had

very satisfactory responses, 30% had satisfactory responses, 7% had fairly satisfactory

responses, and 1% of the respondents did not meet expectations.

Table 4. Difference in the level of procrastination between Grade 11 and 12

Respondents N Level of Z- Z-Computed Decision Interpretatio

significance Tabular Value n
Value

Grade 11 50
A=0.05 Z=1.95 0.298 Accept Significant
Grade 12 50

Note: N = Sample Size

In Table 4, it was hypothesized that the two-tailed computed z-value, which is

0.298, is less than the z-tabular value of 1.95 at the 0.05 level of significance. Therefore,

the alternative hypothesis is accepted that there is a significant difference in the level of

procrastination between grades 11 and 12.

Table 5. Relationship between academic performance and procrastination

Mean Sample Computed Tabular Decision Interpretation
Size r value (0.05)
0.444 0.195 Accept Significant
Academic 85.97
Performance 100
 29

Level of 29.27
procrastination

Table 5 shows that the computed r-value of 0.444 is greater than the tabular value

of 0.195; therefore, the alternative hypothesis is accepted that there is a significant

relationship between academic performances and procrastination among senior high

school students at Don M. Gonzalvo Memorial High School.

Chapter IV
Discussion

This chapter presents a discussion of the results of the study. It contains the

results, significant findings, interpretation, and implications of the present study,

specifically the procrastination and academic performance of the students at Don M.

Gonzalvo Memorial High School.

Procrastination among the Senior High School Students

Procrastination is one of the variables in the present study; thus, the researchers

tried to determine the level of procrastination of the senior high school students. Based on

the findings, the majority of the students who got surveyed through our questionnaire had

a high level of procrastination, which totaled 38% of the students surveyed. Also, this

study found that 45% of the students surveyed had an average level of procrastination.

Moreover, in the present study, the researcher found that almost all students omit

procrastination, which is accordingly aligned with Cherzad’s (2017) study, which states

that “procrastination is common among students; roughly 70–90% of them do it.”.

 30

More so, among the total sample of students, 10% answered they have a very high

procrastination habit, which may lead to stress and is expected to result in worse

emotional well-being (Pychyl, 2013).

Sources of Procrastination among the Senior High School Students

This research identifies the factors that contribute to the students’ procrastination

behavior. The researchers found that the emotional factor is the top contributor to

students’ procrastination, followed by the personal factor, and the social factor is the least

contributing factor.

Moreover, the results of the study revealed that emotional factors are the top

contributors, which may be a result of students fear of failure, overwhelm, and lack of

self-confidence. With this, students, when faced with a task that feels challenging or

anxiety-inducing, may delay taking action as a means to avoid these uncomfortable

emotions.

It depends primarily on the desire to feel better in the short term by

avoiding negative emotions and increasing positive emotions, a behavior described as

“giving in to feel good." This drive involves various issues,

like anxiety and perfectionism, which people want to avoid in order to protect their

emotions in the short term (Lito Lupena).

More so, the findings revealed that when students get overwhelmed by emotions,

thinking that the task given to them is too sophisticated, the likelihood of them

procrastinating increases, which in turn gives them temporary relief, which would not

give them a good result in the future (A.M. Ilchenko, 2015).

 31

Moving on, personal behavior ranked second among the contributors to students'

procrastination, and this may be a result of students' impulsiveness and lack of self-

control (Steel 2013).

Also, procrastination often involves intention-action gaps, where people

procrastinate despite intending to act. For example, this happens when someone promises

themselves that they’ll start working soon but keeps breaking this promise because their

self-control and motivation are overwhelmed by issues like fear of failure (Itamar Shatz,

PhD, 2013).

Furthermore, the least contributor to procrastination among the three factors is

social factors, and the researchers found that peer pressure often adds to these

procrastinations. Students get influenced by their friends to delay the task that they are

supposed to accomplish.

In addition, their environment might also contribute to the social factors that

explain why students procrastinate. For example, a noisy neighborhood causes distraction

from their surroundings, and in turn, students get irritated and start to postpone their

work.

Level of students’ Academic Performance

The researchers determined the level of academic performance of the sampled

respondents based on their general average for their last school year. Students who got 90

and above average are leveled as "outstanding," while 85–89 are leveled as “very

satisfactory," 80–84 are leveled as satisfactory, 75–79 are leveled as fairly satisfactory,

and 74 and below are leveled as “did not meet expectations."

 32

In the present study, the researchers found out that the majority of the totaled

respondents had a “very satisfactory level” of academic performance, which is 33% of

the totaled population.

The findings in the present study may support the study of Bailey (2017), wherein

he recommended that it is beneficial to continue with tasks once you have started them.

Completing tasks promptly and without delay would prevent last-minute cramming.

More so, a “very satisfactory” level of academic performance may be due to

procrastination. Procrastination is putting off a task until the last minute. This can also be

related to the study of Patrzek et al. (2013) and Grunshel et al. (2013), wherein students

who procrastinate typically face the challenge of completing academic tasks under time

pressure and juggling multiple tasks simultaneously, leading to subpar work quality and

potentially lower grades.

Despite the outstanding level of academic performance, students are still able to

have high grades. Hence, students procrastinate, but they can still manage their time and

overcome the difficulties in academic tasks, which leads them to have an outstanding

level of academic performance.

Although in the study by Kandemir (2014) and Yuen and Yan (2015), students

who procrastinate in their academic tasks may experience negative consequences due to

this behavior. It may still be suggested that the outstanding level of academic

performance among senior high school students means that, despite all the negative

consequences, stress, and pressure that they experienced, they still find ways to finish

their tasks on time.

 33

Difference in the level of Procrastination between Grade 11 and 12

Results showed that the z-computed value is 0.298, lower than the z-tabular value,

which is 1.95, with a significance level of 0.05. Therefore, it was revealed that there is a

significant difference between the procrastination levels in grades 11 and 12. Also, the

researchers found out that students in grade 11 had a higher procrastination score than

students in grade 12. Those in grade 11 had a percentage score on procrastination of

59.92%, higher than students in grade 12, which is 57.16%. Moreover, while the

statistical analysis suggests that the observed difference may be due to chance, it is

essential to interpret these findings within the broader context of our research question.

Although not statistically significant, the observed 2.76% difference in procrastination

rates between grades 11 and 12 warrants consideration. The students in grade 11 may be

experiencing a change in their academic environment for the reason that they are new to

the stage of becoming seniors. Furthermore, since those students’ grade 12 scores are

2.76 lower than those in grade 11, it may be due to them becoming aware of the

challenges the senior high school stage faces; they already knew that tasks in senior high

should not be taken easily.

Relationship between academic performances and procrastination

Results show that the computed r-value of 0.444 is higher than the tabular value

of 0.195, which means that the alternative hypothesis is accepted that there is a

significant relationship between procrastination and the students’ academic

performances. The results show that for every “1” student's procrastination, their

academic procrastination drops to "0.450," meaning the student's procrastination

negatively affects their academic performances. This is positively aligned with a study
 34

conducted by Arnott and Dacko (2014), as they investigated the submission behavior of

assignments among 777 marketing students from the University of Warwick Business

School. Their study concluded that students who submitted their assignments at the last

minute faced a 5% reduction in marks when compared to those who submitted their

assignments 24 hours or more before the deadline.

CHAPTER V

SUMMARY AND CONCLUSION

This study was conducted to investigate and determine the procrastination and

academic performances among the senior high school students at Don M. Gonzalvo

Memorial High School. In the present study, it aims to investigate the level and

relationship between procrastination and academic performance among senior high

school students.

Furthermore, the present study made use of only a single questionnaire, which

was validated and underwent content validation from the experts, who are the faculty

members of Don M. Gonzalvo Memorial High School, and reliability testing through the
 35

use of frequency, percentage, and ranking. The tests were administered to one hundred

(100) respondents who were chosen through the systematic sampling technique.

Through frequency, percentage, and ranking, the data collected through the paper

and pencil data gathering were analyzed; thus, the findings revealed that the majority of

the students who procrastinate are due to emotional factors. Also, it was presented that

the majority of the students that were surveyed had an outstanding level of academic

performance.

Furthermore, it was revealed that the academic performances and the level of

procrastination of the senior high school students of Don M. Gonzalvo have a significant

relationship.

Recommendations

The following are suggestions that were based on the findings of the present

study.

It was suggested that students should or possibly conduct group work so that

individuals who often delay work can be minimized. It was revealed that groupwork is

more effective than individual tasks, and it can also help students learn from their peers

and develop a sense of belonging.

It was also suggested that it is beneficial to continue with tasks once you have

started them. Completing tasks promptly and without delay would prevent last-minute

cramming. Promoting emotional intelligence and stress management among students can

also benefit them, offering workshops or training sessions that help students identify and

cope with emotional factors that contribute to procrastination. Developing emotional

resilience can be a valuable skill.

 36

Also, provide training sessions on effective time management so that students can

better learn to prioritize tasks, set achievable goals, and create schedules that can help

them better manage their workload and reduce procrastination.

Moreover, educators can encourage and facilitate group work as part of the

activity. Design assignments and projects that promote teamwork and collaboration.

Provide guidance on effective group dynamics and communication. On the other hand,

teachers can implement strategies to identify students showing signs of procrastination

early in the academic term. Regular check-ins or quick assessments can be valuable. In

addition, educators can ensure clear expectations and deadlines for students. Providing a

structured learning environment can help mitigate procrastination.

Parents can also take part in helping their children minimize procrastination

behavior by teaching them to become more goal-setters and teaching them time

management skills at home. Help students break down larger tasks into smaller, more

manageable steps. Also, parents can engage in open and supportive conversations about

their child's academic responsibilities. Encourage students to share their concerns and

feelings about their workload. They can also maintain regular communication with

teachers to stay informed about academic progress and address any potential challenges

promptly.

Accordingly, future researchers who might also conduct a study about the

students’ procrastination habits should investigate understudied factors that may

contribute to procrastination among senior high school students. This could include

cultural influences, socioeconomic factors, or the impact of specific teaching methods. It

might as well investigate not only the negative consequences but also the potential
 37

positive outcomes associated with procrastination. This can include exploring how

certain students use procrastination as a motivator for creative problem-solving or

enhanced productivity. And as the students become more and more technology-

dependent, they can explore the potential of incorporating technology-based interventions

to address procrastination. Develop and evaluate educational apps or online platforms

designed to enhance time management skills and combat procrastination.

Moreover, various communities may establish an open forum where parents,

students, and educators can share experiences and insights related to procrastination. In

this way, having a supportive environment will encourage open conversations and the

exchange of effective strategies for addressing procrastination.

And lastly, we researchers may ensure to always engage in various interesting

topics, where we can broaden and upgrade our skills in investigating relevant issues, in

order to not only enlighten the minds of those that are directly affected by the said issues

but also widen our thinking and strategic capabilities to come up with brilliant solutions.

REFERENCES

Arnott, B., & Dacko, S. (2014). The last-minute effect in online submission of assignments.
Retrieved from Journal of Education for Business, 89(1), 25-30.
Bailey, C.(2017) 5 Research- Based Strategies for Overcoming Procrastination. Retrieved from
https://hbr.org>2017110
Beswick, T., Mann, L., Eysenck, M. W., & O’Driscoll, M. P. (2019). Procrastination, emotion
regulation and stress: The role of delay discounting. Personality and Individual
Differences, 139, 61-66.
 38

Retrieved from https://www.studocu.com/ph/document/universidad-de-sta-isabel/general-

physics/prstemag-1-the-impact-of-procrastination-on-academic-performance-of-the-
grade-11-students-of-universidad-de-sta/37548180
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q=effect+of+procrastination+on+the+academic+performances&id= EJ1293903
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article=1115&context=epse_diss
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Ilchenko, A. M. (2017). Features of manifestation of procrastination in students. Retrieved from
Bulletin of Novosibirsk State Technical University, 1(50), 19-24.
International Journal of Sociology and Anthropology Research Vol.5, No.1, pp.17-22, January
2019
Plaxton(2017) The Life of the Laters:Students Procrastination in Accomplishing Academic
Deadlines in Online Learning. Retrieved from scimatic.org>journals>pdfs
Sirois, F. M., & Kitner, R. (2015). Less adaptive or maladaptive? A meta-analytic investigation of
procrastination and coping. Retrieved from Journal of Social and Clinical Psychology,
34(9), 1-27.
Sirois, F. M., & Kitner, R. (2015). Less adaptive or more maladaptive? A meta-analytic
investigation of procrastination and coping. Retrieved from European Journal of
Personality, 29(4), 433-444. Sirois, F. M., & Giguère, B. (2018). Predicting
procrastination with personality traits, self-efficacy, and self-esteem. Personality and Individual
Differences, 135, 250-255.
Sirois, F. M., & Pychyl, T. A. (2013). Procrastination and the priority of short-term mood
regulation: Consequences for future self. Retrieved from Social and Personality
Psychology Compass, 7(2), 115-127. doi: 10.1111/spc3.12011
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological insights from the
study of students who put things off. In J. R. Ferrari, Z. B. Pychyl, & E. R. L. McCown
 39

(Eds.), Procrastination, health, and well-being (pp. 13-36). Elsevier. doi: 10.1016/B978-
0- 12-802862-9.00002-7

APPENDIX A

LETTER TO THE RESPONDENTS

Republic of the Philippines

Department of Education
Region V
DON M. GOZALVO MEMORIAL HIGH SCHOOL
 40

Cabinitan, Ragay, Camarines Sur

10 October 2023

NELIFER P. MELCHOR, PHD

School Principal II

Ma’am:

Good day!

We are Grade 12 students under the General Academic Strand (GAS) and are currently
taking Practical Research II subject. Part of our requirements is to conduct a study and
ours is entitled, “Procrastination and Academic Performance among Senior High School
in Don M. Gonzalvo Memorial High School”, is to conduct a survey which we planned to
have on October 10, 2023 onwards.

We are hoping for your positive response on our humble request. Thank you and may
God bless you with the deepest of your desires!

Yours truly,

ADRIANE E. LINDOG
Group Representative

Noted:

ANNA JOSEPHA J. REOTAN

Practical Research II Teacher
APPENDIX B

RESEARCHERS-MADE QUESTIONNAIRE

Name of Participant: _________________________Age: _____

Grade level / Section: ________________________Gender: _____
General Average from the Previous School Year: ___________
 41

I. Level of Procrastination
Please respond to the statements below based on your preference and experience by
using the following scales:
5 – Strongly Agree (Lubos na Sumasang-ayon)
4 – Agree (Sumasang-ayon)
3 – Neutral
2 – Disagree (Hindi Sumasang-ayon)
1 – Strongly Disagree (Lubos na Hindi Sumasang-ayon)

Statements Scales
5 4 3 2 1
1. I find it difficult to start a task on time.
2. I often delay important task until last minute.
3. I frequently make excuses to avoid starting homework.
4. I tend to put off tasks even when I know they're important.
5. I struggle to meet deadlines due to delaying doing my tasks.
6. I often feel guilty about my “mamaya na or mañana” habit in school.
7. I have difficulty staying focused on school tasks because I get lazy and tired
just thinking about it.
8. I tend to avoid responsibilities related to school because I am not sure if I
can finish them on time.
9. I frequently delay starting my school assignments
10. My “mamaya na or mañana” habit leads to last minute cramming.

II. Sources of Procrastination

Please respond to the statements below based on your preference and experience by
using the following scales:
5 – Always (Palagi)
4 – Frequently (Madalas)
3 – Sometimes (Paminsan-minsan
2 – Rarely (Bihira)
1 – Never (Hindi Kailanman)
Statements Scales
5 4 3 2 1
 42

1. Socializing with friends often distracts me from doing important tasks.

2. Peer pressure encourages me to delay accomplishing my tasks.
3. I tend to procrastinate when I see others doing the same.
4. Social commitments frequently lead to delays in my work.
5. The influence of social media contributes to my procrastination.
6. I procrastinate when I feel obligated to attend social events.
7. I value social activities more over my academic responsibilities.
8. I lack motivation to start tasks on time.
9. My self-discipline is undermined by procrastination.
10. I struggle with setting and sticking to personal deadlines.
11. Perfectionism contributes to my tendency to procrastinate.
12. Procrastination is linked to my low self-esteem.
13 .I find it hard to prioritize tasks due to personal concerns.
14. Fear of failure frequently leads to procrastination.
15. Negative emotions such as anxiety make me procrastinate.
16. I often procrastinate when I'm feeling stressed.
17. I use procrastination as a way to avoid emotional discomfort.
18. Procrastination is a response to my fear of success.
19. My mood affects my ability to start tasks on time.
20. Emotional instability plays a role in my procrastination.
21. I tend to procrastinate when I'm feeling overwhelmed by emotions