SAMPLE-BATANGON-FINAL-OUTPUT

TIME MANAGEMENT WOES: ANALYZING THE EFFECT OF
PROCRASTINATION TO STUDENTS’ LEARNING AND PERFORMANCE
A Research Proposal presented to

The Senior High School Faculty of
Limbaan National High School
In Partial Fulfilment of
the Requirements for
Applied Practical Research 1
Submitted to:
FREDLYN LIBRES
Subject Teacher
DARLYN MAE RENTUZA

DOROTHY BATANGON
RICHELYN MAESTRE
RAPHY ZOZOBRADO
RUBIEA MARIE ABNI
REYMART NACIPO
MARCH 2023
CHAPTER 1
INTRODUCTION
Rationale
In today's generation, many students achieve nothing on their studies because of
procrastination. However, many students spend much time do after unnecessarily things instead
they suppose to read their books to acquire knowledge , but they lure to concentrate on
irrelevance things and this contributes to their poor academic performance on their studies . In
academia, procrastination is a well-known, almost common place phenomenon. Students often
delay tasks and activities inherent to learning and studying, despite knowing that they will be
worse off because of the delay.
Etymologically, “procrastination” is derived from the Latin verb procrastinare — to put
off until tomorrow. But it’s more than just voluntarily delaying. Procrastination is also derived
from the ancient Greek word akrasia — doing something against our better judgment.
Procrastination is a phenomenon in which one person unnecessarily postponed something they
must do and put it off for doing it later. Some researchers define procrastination as a "form of
self-regulation failure characterized by the irrational delay of tasks despite potentially negative
consequences." Procrastination and cramming could leave a great impact to anyone who
involves themselves to it, especially to every students in any life status. Students who tend to
procrastinate are leading themselves to major issues like failing a test, bad academic
performances, and getting bad grades. Academic procrastination occurs when issues like
anxiety and perfectionist overweigh students' self control and motivation. That is why students
often postpone academic tasks even when they want to finish it in time, and why they often
only manage to start shortly before the deadline, when the increasing pressure finally pushes
them to do the work(Wesley, 2019).

In a foreign study, Laeus ( 2020) explains that the procrastination is avoidance of
doing a task that needs to be accomplished. He further states that procrastination 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 to a later time.
In connection to this, Dilmac, (2019). states that the Procrastination appears to be a
troubling phenomenon, people most strongly characterized it as being bad, harmful, and
foolish. Justifying this viewpoint, several studies have linked it to individual performance, with
the procrastinator performing more poorly overall, and to individual well-being, with the
procrastinator being more miserable in the long term. At larger levels of analysis,
Procrastination has been linked to several organizational and societal issues.
According to a research study at Davao del Norte State College, procrastination is a bad
habit that needs to be unleashed. It is prevalent as to everyone do this bad practice. This
irrational delay relates to increased stress levels, frustration, anxiety, and it lowers the level of
creativity and productivity of a student. Students procrastinate; they were cramming, and it is
expected that the procrastinators will be facing negative consequences. This phenomenon
becomes problematic as students make this bad behavior a habit. That is why the researchers
tend to dig deeper investigation on this problem to share and expose students’ sentiments
towards procrastination attitude of students in face-to-face learning (Goro, 2018).
Nevertheless, the researcher aims to understand students' procrastination and cramming
attitude. And how it can badly affect their academic performance in school. With the help of
this study, the researchers hopes to help in the analysis of the said topic. Furthermore, we aim
to provide recommendations, tips and techniques in order to give help to students to overcome
any procrastination habit to enhance their academic performances.

Purpose of the Study
The purpose of this study was to examine the effects of a short-term time management
intervention on procrastination. Procrastination is a serious issue for many students and
associated with different negative consequences, such as anxiety or low grades. As
procrastination is described as a self-regulatory failure, a training program focusing on self-
regulatory skills might be helpful. Academic procrastination is considered to be a result of self-
regulation failure having detrimental effects on students’ well-being and academic
performance. Procrastination presents problems not only for undergraduate students, but also
for undergraduate faculty, and the effects of student procrastination on academic performance
is a joint concern.
Procrastination is an act everyone takes a part in everyday, regardless of their situation
in life. Everyone from young junior high students to adults who have been out of school for a
while participate in procrastination. Some people would say that it is a form of deviance
because by definition deviance is “any violation of norms” and avoiding what should be done
is a violation of norms. In today’s world of technology and the Internet, however, people
procrastinate all the time. It seems that procrastination is now more of a social norm than a
deviance.
Research Questions
To gather the necessary data for this study the following questions will be utilized:
1. What are the reason of students’ procrastination and cramming attitude?
1.1 What are your reasons why you procrastinate and cram?
1.2 Does anyone urge you to procrastinate and cram?
1.3 Do you have any problems either at school or at home that pushes you to
procrastinate and cram?
2. What are the experiences of students who procrastinate and cram?
2.1 What are the following experiences you have when you procrastinate and cram?
2.2 What are the difficulties or challenges you experience as you procrastinate and
cram?
2.3 What are the strategies you’ve done to reduce your procrastination and cramming
behavior?
3. How does procrastination and cramming affects students’ academic performance in

school?
3.1 How does procrastination and cramming affect your academic performance?
3.2 Does starting to procrastinate and cram lowers your productivity rate academically?
3.3 Does procrastination and cramming bring you any positive effects?
3.4 Does procrastination affect you in other way such as mentally, emotionally or
physically?
3.5 Is there anything else that you could share more? What are those?
Theoretical Lens
Procrastination is frequently associated with postponing to make a decision or to act.
Such phenomenon could be found in almost all walks of life. Therefore a comprehensive
understanding to alleviate it is urgently needed. This article compared four approaches which
tend to explain procrastination: psychoanalytic and psychodynamic, behavioristic, cognitive,
and temporal motivation theory (TMT). As a recent and comprehensive approach, TMT was
used as the main theoretical framework (Steel, 2022).
TMT approach was believed to accommodate the other three previous theoretical
approaches. Further explanation and critical elaboration on TMT are discussed. It Is not rare to
find someone who ever mourned or cried because of their own procrastinatory behavior. They
who are searching for a procrastinator should just look into the mirror to find a procrastinator.
Enormous loss, whether financial, social, physical, or psychological, have been reported
because of this single dreadful habit (Steel et al., 2022).
It happens not only in formal or academic life (Beswick,Rothblum, & Mann, 2018),
but it also happens in everyday life. No wonder, some people even called it a deadly sin (Steel,
2022). No doubt, the necessity of understanding procrastination more thoroughly should not
ever been procrastinated.

Significance of the Study
The primary achievement of distance and regular students is managing time
effectively. Mismanagement disturbs the academic achievements and performance of learners.
• Students - time management skills gives students the ability to plan ahead and prioritize
upcoming assignments and events. This is an important factor in keeping students
organized and avoiding procrastination, and ultimately leads to academic success. Time
management can be very useful in a student’s hectic schedule.
• Teachers - time management will make the teacher stress free and there will be greater
job satisfaction. It will also increase there effectiveness and efficiency in the classroom.
Lastly, it will give them more time to improve the quality of their lessons.
• Parents - time management can help the parents improve their effective time
management skills. This will enable the parents to achieve some sort of healthy balance
in your family life. Therefore, you’ll feel more in control of the daily task that you have
to do, leaving you and your family calmer and with more time.
This study ensures that students are well prepared, organized and focused to manage
their daily lives and complete academic assignments on time. It can lead to improve success,
however , this is a skill that students have to learn and practice. Students must change their
habits in order to have good time management skills.

Definition of Terms
• Enormous - greatly exceeding the common size, extent, etc.
• Alleviate - to make easier to endure.
• Lament - to feel or express sorrow or grief.
• Elaborate - worked out with great care and nicety of detail; executed with great
minutenes.
• Misogynistic - reflecting or exhibiting hatred, dislike, or mistrust of women.
• Procrastination - is the act of delaying or postponing a task or set of tasks.
• Cramming - the fraudulent practice of adding unauthorized charges to a customer's
phone bill.
• Deviance - deviant quality, state or behavior.
• Cognitive - based on or capable of being reduced to empirical factual knowledge.
• Dreadful - extremely bad, distasteful, unpleasant, or shocking.
• Woes - ruinous trouble.

REVIEW OF RELATED LITERATURE
Procrastination is independent variable, academic performance is dependent variable,
social media is moderator and time management is mediator. There is a significant relationship
between procrastination and academic performance because when students leave there tasks
for last minute of deadline they tend to face failure. There are two types of procrastination i.e.
passive and active procrastination. Active procrastination is the purposeful delay to do a task
(Pinxten et al., 2019).
Active procrastination contributed to goal attainment within a two-week deadline,
while passive procrastination did not. Participants having high active procrastination have
dependable temperament, and well-developed character and higher emotional intelligence.
Active procrastination is planned, purposeful time-management and self-management strategy
(Sohrab, 2020). Passive procrastination is the voluntary delay to accomplish a task
(Dobson,2017).
Academic performance is our grades and achievements which we attain while studying.
Academic performance is the assessment of extent to which an individual has achieved an
educational goal (Vedel & Poropat, 2017). Academic performance is indirectly related to
procrastination people who tend to procrastinate less have better academic performance than
ones who procrastinate more. Active procrastinators achieve more academic goals than passive
procrastinators. Social media (WhatsApp, Facebook & Instagram) are commonly used by every
individual nowadays from children to old age people

Time management 2.1. Procrastination and academic performance .
The use of motivational regulation strategies overall and individually has significant,
positive indirect effect of student academic performance (Grunschel, Schwinger, Steinmayr, &
Fries, 2016). Passive procrastination is detrimental to students' GPA. When passive
procrastinators delay the course of action they except to be worse off due to that delay (Kim,
Fernandez, & Terrier, 2016). Higher procrastinators wants to have immediate rewards over
delayed or bigger rewards as compared to lower procrastinators (Wu et al., 2016). Higher
procrastinators are low on academic achievement and low achievement reduced academic
performance (Wu et al., 2016).
Time management and academic performance
University grades are strongly influenced by time management and it is a special role
in traditional educational setting (Britton & Tesser, 1991; Trueman & Hartley, 2020).
Managing time successfully is directly related to academic performance (Balduf, 2019). There
is an important relationship between time management and academic performance of student.
Students spend their time in social media and subsequently have lower CGPAs (Cemaloglu &
Filiz, 2020).
Time management and procrastination
One who does not manages time wisely tends to procrastinate (Noran, 2000). There is
a positive relationship between time management and procrastination (Eerde, 2015). Time
management predicts academic performance negatively (Shih, 2017). Even when a longer time
period of a deadline is given to accomplish a task, university students still procrastinate and
have negative effect on their assignments (Alfonso, Penaranda, Vicente , & Jimenez, 2018).
2.4. Social media and academic performance
Student use social media as a helping tool in studies but it socially affect their studies
badly (Kausar& Ghafoor, 2018). Social media remains a major distraction of current generation
( Karpinski &Duberstein, 2019). Social media users of experience poor academic performance
(Khan U, 2009). There is no statistically significant relationship between social media and
academic performance (Doleck, Lajoie, & Baizlais, 2018).
Alyami A., Abdulwahed A., Azhar A., Binsaddik A., Saeed B. (2021) Creative
Education > Vol.12 No.3, Impact of Time-Management on the Student’s Academic
Performance: A Cross-Sectional Study. For students to better manage their curriculum and
achieve learning objectives, time management behaviors or skills are argued to improve the
positive academic output. Throughout the history, there has been great emphasis on the
effective and efficient management of time, which has also been considered the key to success
(Pugh & Nathwani, 2017; Nasrullah & Khan, 2015). Frederick Winslow Taylor gave the
concept to use time management for analyzing time and motion studies of employees with aim
to decrease time wasting and unproductive work (Savino, 2016).
In this competitive era, for high performance, the organizations and directors emphasize
on searching time management tools (Kumar & Aithal, 2019). It has also been advised to start
practicing time management from the early student life (Valle et al., 2016). Time management
has also been defined as a form of self-management with a clear emphasis on time in
understanding what activities to do; how to do them more efficiently; in what time it should be
done and when is the correct time to the particular activity (Savino, 2016). It has also been
association with low anxiety and greater academic achievement in students (Jenaabadi,
Nastiezaie, & Jalalzaei, 2016). Whereas performing goal directed activities with the purpose
of using time efficiently defines time management as “behavior” (Aeon & Aguinis, 2017). The
time management behavior has three basic surfaces that are: time attitudes, long-range planning
and short-range planning (Aeon & Aguinis, 2017). Time attitude is the positive or negative
perspective towards the present, future and past time which had been directly linked to
academic achievement, especially in scientific subjects (Nieuwoudt, & Brickhill, 2017). The
concept of handling everyday jobs for longer period of time and keeping up with the objectives
set for significant dates is called the competence in long range planning. Whereas, planning in
the short run for the day to a day activity or planning for tasks within a day or week is short-
range planning. For students to better manage their curriculum and achieve learning
objectives, these time management behaviors or skills are argued to improve the positive
academic output (Razali et al., 2018).
There have been many studies that found association between greater academic
achievement and effective time management as students acquire strategies that helps them in
meeting competing demands (Nadinloyi et al., 2013; Kharadze, Gulua, & Davit, 2017). The
curriculums in higher education institutes are designed in a way that gets to peak and troughs
in the workload of student requiring them to manage between their work-life balance, often
without the support of institution. The non-cognitive personal behavior i.e., perspective of
students regarding time management is also an effective predictor of educational achievement
as with poor time management skills it gets difficult for students to plan their studies and which
causes them anxiety and agitation at the assessment time which usually takes place at the end
of the course (Scherer, Talley, & Fife, 2017).
Students have previously linked negative educational results with poor time
management which could be partially self-serving bias, however, there have been ample studies
that establish this association (Nadinloyi et al., 2013; Kharadze, Gulua, & Davit, 2017). There
have been studies conducted on time management and educational achievement in business
students (Sayari, Jalagat, & Dalluay, 2017), nursing students (Nayak, 2019), management
students (Gupta & Chitkara, 2018), and engineering students (Adams & Blair, 2019).
However, none have been done on radiology students. Previous studies have
determined a positive effect of time management. Time management skills have indicated a
positive effect on student learning and associated outcomes. A number of studies have
identified the positive impact of time management. Time management skills have been shown
to have a positive impact on student learning and student outcomes (Kearns & Gardiner, Kelly,
McKenzie, Gow, & Schweitzer, 2017) and Krause & Coates (2018) indicated that the ability
for successfully managing their time is the benchmark of students in developing better study
habits as well as strategies for success. Time management provides individuals the ways for
structuring and controlling their activities (Claessens et al., 2020). In addition, report that the
capacity to successfully manage their time is the foundation of students developing good study
habits and strategies for success. Time management offers individuals the means to structure
and control their activities (Claessens et al., 2022).
In addition, Wang et al. (2019) have revealed that time management is essential beyond
the university campus, where the ability to manage one’s free time is revealed to substantially
elevates the quality of life of an individual. Time management is an immense distinction
between web-based and formal education administratively and academically. There was the
type of learning opportunities in formal education that integrates a clarification of everything
(Nieuwoudt & Brickhill, 2017).
Teachers, in this system, are in front of students and they can ask anything regardless
of any hesitation or delay. However, distance learning students have no such type of academic
environment as compared to formal learners. The presence of physical distance is evidently
reported between teacher and student in online learning (Ahmad & Ch, 2017). Thereby, it is
more complex for managing time and gaining high scores in distance education. Web-based
students explore and learn online that just integrates incomplete data and the rest is their
business for thinking about and examine further. It is an art for managing time and every learner
must command and familiar on this skill for the sake of betterment (Broadbent, 2017). They
experience in domestic as well as academic world because of this incompetence. In this regard,
majority of learner’s experience issues such as errand vulnerability and repugnance, so they
commence for stalling their time administrative skills. Learners are self-responsible of their
academics as they just seek guidance from their teachers, but take decisions as well as manage
all activities themselves. This study is relied on pickle jar theory, which is the modern and
relevant theory of time management (Sharma & Would, 2018).
This theory shows that human beings should construct balance among activities and
things while integrating time management techniques effectively. The success of students is
determined through effective utilization of time at each phase in distance learning institutions
and regular system. Practicing time management will add self-evaluation to student’s daily
habit and plan. Also, it will provide knowledge and recommendation for skills that can assist
student for perfect personal strategic plan. It will also help to overcome the wrong common
rumors statements about time management and will raise awareness about procrastinating
behavior of time management and its effect on academic performance among radiology
students (Nadinloyi et al., 2013; Kharadze, Gulua, & Davit, 2017).
SNAM Razali, MS Rusiman, WS Gan, N Arbin (2018) The Impact Of Time
Management On Students’ Academic Achievement. Time management is very important and
it may actually affect individual's overall performance and achievements. Students nowadays
always commented that they do not have enough time to complete all the tasks assigned to
them. In addition, a university environment's flexibility and freedom can derail students who
have not mastered time management skills. There are three main factors associated with time
management which can be classified as time planning, time attitudes and time wasting. In
addition, that gender and races of students show no significant differences in time management
behaviors. Meanwhile, all the time management behaviors are significantly positively related
to academic achievement of students although the relationship is weak. Time planning is the
most significant correlated predictor (SNAM, 2018).
Richelle A., Erik B. (2019) Impact Of Time Management Behaviors On Undergraduate
Engineering Students’ Performance. Effective time management is associated with greater
academic performance and lower levels of anxiety in students; however many students find it
hard to find a balance between their studies and their day-to-day lives. Correlation analysis,
regression analysis, and model reduction are used to attempt to determine which aspects of
time management the students practiced, which time management behaviors were more
strongly associated with higher grades within the program, and whether or not those students
who self-identified with specific time management behaviors achieved better grades in the
program. It was found that students’ perceived control of time was the factor that correlated
significantly with cumulative grade point average. On average, it was found that time
management behaviors were not significantly different across gender, age, entry qualification,
and time already spent in the program.
Shazia N., Muhammad Saqib K. The Impact Of Time Management On The Students’
Academic Achievements. Time management is very important and it may actually affect
individual's overall performance and achievements. However, all of these are related by how
individuals manage their time to suit their daily living or to make it flow steadily with their
routines. Conducive settings and environment will surely promote positive outcomes to the
students, besides having good lectures given by their teachers. Nevertheless, students' time
management can be considered as one of the aspect that can move a student to be a good
student. A good time management is vital for students to shine. However, some of the students
do not have a good time management skills that has negatively affect their life and their
academics. The usage of time by students in higher education institutions is related to their
daily routines and activities. Students' time management can also affect stress level of students
as they need to cope with their tasks and their personal achievements.(Steel, 2017).
Shlomo Z., Meirav H. (2018) Academic Interventions For Academic Procrastination:
A Review Of The Literature. Procrastination is a widespread phenomenon in academic settings.
It has been studied from many different theoretical angles, and a variety of causes and
consequences have been suggested. Recent studies support the notion that academic
procrastination can be seen from a situational perspective and as a failure in learning self-
regulation. It suggests that interventions should address situational as well as deficits in self-
regulation to help students overcome their procrastinating tendencies. The present review
examined the recent literature on causes and consequences of academic procrastination and the
limited number of studies of academic interventions for academic procrastination. Findings of
this review strengthen the need to further study the topic of academic interventions for
academic procrastination and to develop effective interventions. At the end of this review,
several suggestions for the development of academic interventions are outlined.
Many students in higher education are not successful and encounter academic failure
(Vossensteyn et al., 2017). One of the factors associated with academic failure is academic
procrastination (Kim & Seo, 2015; Steel, 2017). Procrastination, usually occurs when one
activity is unnecessarily delayed, and individuals experience extremely severe agitation when
they start thinking about it (Motie et al., 2022).
Procrastination often has negative consequences, such as late delivery of assignments,
anxiety and rush to exam preparation, and social anxiety. However, people are fully aware of
the negative results of this delay, and this phenomenon can decrease the level of satisfaction
among individual performance. The prevalence of this phenomenon is so high that one-fifth of
adult population is unable to keep up their daily homework assignments (Klassen et al., 2018).
Procrastination is a pervasive self-regulatory failure affecting approximately a half of
the student population (Rozental & Carlbring, 2014). With regard to various emotional,
cognitive, and behavioral factors of procrastination, different types of procrastination have
been mentioned, including academic procrastination, neurotic procrastination, compulsive
procrastination, decisional procrastination, among which academic procrastination comes out
top (Jokar & Aghadelavarpour, 2017).
Findings from a research study conducted by Chehrzad et al. (2017) showed that 70%
of university students had moderate procrastination and 14% of students had sever
procrastination, and older age, academic level and gender were the main predictors of
procrastination. Symptoms of academic procrastination include poor sleep, high levels of
stress, delayed work due to lack of time, improper completion of homework, confusion, self-
blame, feelings of guilt and inadequacy, low self-esteem, anxiety, and depression (Custer,
2018). Steel (2007) found that 80% to 95% of students suffered from work problems due to
procrastination. Procrastination was also positively related to academic burnout (Abdi Zarrin,
Akbarzadeh et al., 2019; Hall et al., 2019).
Academic procrastination is defined, with delays in starting or finishing a task, as an
academic assignment which an individual intends to do, but for doing so, it cannot be
sufficiently motivating (Sepehrian, 2012). Most studies have identified procrastination as a
barrier to academic success (Hen & Goroshit, 2012). Procrastinators generally prefer to spend
their time on tasks such as watching TV or seeking joy or pleasure (Akinsola et al., 2007).
Solomon and Rothblum (1984) indicated that two main reasons of procrastination are the fear
of failures and delinquency of assignments. In a study conducted by Saeed Abbasi and

Alghamdi (2015), it has been shown that more than 20% of participants consider the key reason
for their procrastination to be phrases such as “you’re worried about not being able to meet
your expectations” or “you’re worried that you cannot get a good score”. Fear of failure is
referred to as a reaction to the provoking and intimidating outcomes of a failure outbreak
(Haghbin et al., 2012). Other research has also considered fear of failures as the reason of
procrastination, and it has been suggested that procrastinators deploy their fear of failure as a
way to protect their value from harm (Balkis & Duru, 2022). Burka and Yuen (2008) argued
that procrastinators set their values on their failures and achievements. Therefore, when they
are disappointed with doing a task, they not only consider themselves overcome to perform a
task but usually consider themselves as a failed and unsuccessful person.
Other motivational factors associated with procrastination are educational self-
regulation (Hosseini & Khayer, 2009; Özer et al., 2009). Consistent with irrationality and
intention-behavior discrepancy aspects of procrastinator behavior, various studies suggested
that academic procrastination is closely related to a failure in self-regulation. Self-regulation
refers to self-generated thoughts, feelings, and behaviors that are oriented to the attainment of
personal goals (Park & Sperling, 2012; Zimmerman, 2000). It refers to the way people use to
determine when to begin, continue and reach a goal (Zimmerman, 2008). According to Schunk
and Zimmerman (1997) self-regulatory processes of education include time planning, precision
and focus when teaching and using social resources (Filice et al., 2020; Mikusova, 2019)
CHAPTER 2
METHODOLOGY
In this chapter the following methods utilize to complete this research will be carefully
discussed including the research respondents, role of researchers, research instruments,
sampling methods and process of data collection.
Research Design
Qualitative research relates to ideas, perceptions, opinions or beliefs of the person being
studied and all of them cannot be measured by numbers. According to Creswell (2012),
qualitative research is a means for exploring and understanding the meaning individuals or
groups ascribe to a social human problem.
Qualitative research is rooted in the social sciences and is concerned with people and their
social realities (Bryman, 2004), with how the social world is understood, experienced,
interpreted, and constituted; with individual and collective meanings, interpretations,
practices/behaviours, and social processes.
Research Respondents
The researchers' respondents will be the Grade 12 students at the Limbaan National High
School. Every students at any grade level are prone to the procrastination and cramming
attitude, but we, the researchers' wants to focus on the said respondents typically because they
are at the final year in highschool and their next would be college. This is why the researchers
wants to gather data by interviewing these seniors to know how bad time management affects
their learning inside or even outside the campus, and wether they are aware of what will happen
to their performance if they continue to bring this attitude as they step into college.
Research Respondents
The researchers' respondents will be the Grade 12 students at the Limbaan National High
School.
Every students at any grade level are prone to the procrastination and cramming attitude,
but we, the researchers' wants to focus on the said respondents typically because they are at the
final year in high school and their next would be college. This is why the researchers wants to
gather data by interviewing these seniors to know how bad time management affects their
learning inside or even outside the campus, and whether they are aware of what will happen to
their performance if they continue to bring this attitude as they step into college.
Role of Researchers
The role of the researcher in this study is to compile and gather necessary data from the
respondents of this study. Ensuring the confidentiality of the research process. The research
questions as well are prepared to gather the needed data in the study.
Research Instrument
In order to gather the necessary data the following questions will be asked to the
respondents which also served as interview questions:
1. What are the reason of students’ procrastination and cramming attitude?
1.1 What are your reasons why you procrastinate and cram?
1.2 Does anyone urge you to procrastinate and cram?
1.3 Do you have any problems either at school or at home that pushes you to
procrastinate and cram?
2. What are the experiences of students who procrastinate and cram?
2.1 What are the following experiences you have when you procrastinate and cram?
2.2 What are the difficulties or challenges you experience as you procrastinate and
cram?
2.3 What are the strategies you’ve done to reduce your procrastination and cramming
behavior?
3. How does procrastination and cramming affects students’ academic performance in

school?
3.1 How does procrastination and cramming affect your academic performance?
3.2 Does starting to procrastinate and cram lowers your productivity rate academically?
3.3 Does procrastination and cramming bring you any positive effects?
3.4 Does procrastination affect you in other way such as mentally, emotionally or
physically?
3.5 Is there anything else that you could share more? What are those?
Sampling Methods
The interview with the respondents was done at Limbaan National High School library.
The area was secured that no other people which is not involved in the study were around to
ensure confidentiality of the interview and to help the interviewer and the respondents to focus
on the interview discussion.
Data Collection
In the data gathering procedure the following steps were followed to ensure smooth
completion of the study and come up with a very reliable result.
The research study was presented to the research panel, after the approval of the study
the research question which serves as the main objective of the study was also presented. The
research questions and sub questions were presented and reviewed by the research panel and
received approval.
A request letter to conduct the study was presented and signed by the research adviser,
research panel and school, then the researchers immediately conducted the interview. The In-
depth interview (IDI) was conducted. This type of interview is ideal for detailed exploration of
specific ideas, or evaluation of concepts and materials that require thorough focus and
concentration. It can also often be the most appropriate setting for research covering more
emotional topics, as the relationship between moderator and respondent is key to the outcomes
and insight generated from each interview (Smith, 2023).
The next interview is known as Focus Group Discussion (FGD) Focus group interviews
are interviews you conduct with a group of participants to collect a variety of information.
These interviews can be as small as four participants and sometimes as large as ten, but I would
recommend keeping a focus group interview between four and eight participants. Oftentimes
with larger focus group interviews, some participants dominate the discussions while others
fade into the background. As you can imagine, this is not what you want to have happen in an
interview setting, but this can provide some crucial information to analyze and interpret later.
After the interview the following data were encoded and presented to this research
study.
Data Analysis
This study utilized content analysis and thematic analysis in analyzing the collected
data. According to Graneheim, H. & Lundman, B. (2020) qualitative content analysis as
described in published literature shows conflicting opinions and unsolved issues regarding
meaning and use of concepts, procedures and interpretation. Bernard, also stressed out that
content analysis is a research technique for the objective, systematic and quantitative
description of the manifest content of communication.

CHAPTER 3
INTERVIEW RESULTS
This chapter talked about the information gathered on the cases and experiences of the
selected five respondents. In here, the participants were interviewed they were asked about
their experiences, struggles and coping mechanism. The respondents are students of Limbaan
National High School who procrastinate.
There were three questions in this study. Each research question has sub question which
served as a support to give strong foundation to the interview. The first research question
revolves on the reason of students’ procrastination and cramming attitude. The sub- questions
use to dig more information about the first research question. The reasons of procrastination
asked and heighted in the sub- questions.
The second research questions focus in the experiences of the respondents who
procrastinate and cram. The sub questions also inquire the experiences, difficulties and
challenges
The third question focuses on the effects of procrastination and cramming and how they
could reduce this kind of behavior.
The five respondents in the study involved were Ms. Delay Permi, Ms. Unya- unyaon,
Mr Kalimtanon, Ms. Permi Busy and Ms. Gitapol. Their Pseudonyms are inspired from their
procrastination and cramming behavior or the reasons they state why they procrastinate.
The details are discussed further in the following chapters.

CHAPTER 4
CASE 1- MS. DELAY PERMI
Ms. Delay Permi (Not her real Name) is a student of Limbaan National High School
currently a Senior High School student. The Ms. Delay Permi was given as his pseudonym
because of the reason and behavior of her procrastination and cramming.
What are the reason of students’ procrastination and cramming attitude?
R: What are your reasons why you procrastinate and cram?
Ms. Delay Permi: Maybe lack of time.
R: Does anyone urge you to procrastinate and cram?
Ms. Delay Permi: No
R: Do you have any problems either at school or at home that pushes you to procrastinate
and cram?
Ms. Delay Permi: No.
What are the experiences of students who procrastinate and cram?
R: What are the following experiences you have when you procrastinate and cram?
Ms. Delay Permi: Maybe a little bit upset.
R: What are the difficulties or challenges you experience as you procrastinate and cram?
Ms. Delay Permi: None.
R: What are the strategies you’ve done to reduce your procrastination and cramming
behavior?
Ms. Delay Permi: I encourage myself to focus on the task.
How does procrastination and cramming affects students’ academic performance in
school?
R: How does procrastination and cramming affect your academic performance?
Ms. Delay Permi: Maybe it lowers my productivity rate.

R: Does starting to procrastinate and cram lowers your productivity rate academically?
Ms. Delay Permi: Maybe.

R: Does procrastination and cramming bring you any positive effects?
Ms. Delay Permi: No

R: Does procrastination affect you in other way such as mentally, emotionally or physically?
Ms. Delay Permi: No.

R: Is there anything else that you could share more? What are those?
Ms. Delay Permi: None.

CHAPTER 5
CASE 2- MS. UNYA- UNYAON
Ms. Unya- unyaon (Not her real Name) is a student of Limbaan National High School
currently a Senior High School student. The Ms. Unya- unyaon was given as his pseudonym
Ms. Unya- unyaon: I just procrastinate nor cram when just needed. For example, I
was given a task due tomorrow or the next week, then on the other hand, I also have other
pending tasks that needs to be accomplished, that would be the time that I will commit the act
of procrastinating and cramming. But I still make sure that I finish the task as fast as I could
so that I won't have anything to do anymore.
Ms. Unya- unyaon: No, there is none.
and cram?
Ms. Unya- unyaon: No, there is none.
Ms. Unya- unyaon: I don't have those experiences because honestly, as what I had
mentioned earlier, I procrastinate and cram only when I have too much on my plate already.
Ms. Unya- unyaon: I don't have any difficulties nor challenges because I only
procrastinate and cram when needed.
behavior?
Ms. Unya- unyaon: Maybe it could lead to the failing of your grade. But for me,
procrastination and cramming doesn't affect my grades nor my academic performance at all
because as what I've mentioned, I rarely do these bad practices.

school?
Ms. Unya- unyaon: No, it does not.
Ms. Unya- unyaon: No, it does not.
Ms. Unya- unyaon: None
Ms. Unya- unyaon: For me, it doesn't.
Ms. Unya- unyaon: None

CHAPTER 6
CASE 3- MR. KALIMTANUN
Mr. Kalimtanon (Not her real Name) is a student of Limbaan National High School
currently a Senior High School student. The Mr. Kalimtanon was given as his pseudonym
Mr. Kalimtanon: None.
Mr. Kalimtanon: No
and cram?
Mr. Kalimtanon: No.
Mr. Kalimtanon: None.
Mr. Kalimtanon: Procrastination and cramming make it difficult for me to journalize
transactions, make a report, or answer during recitations.
behavior?
Mr. Kalimtanon: Relax and don't stress over the tasks.
school?
Mr. Kalimtanon: It pressures me all the time.
Mr. Kalimtanon: No.
Mr. Kalimtanon: No, because it's normal.
Mr. Kalimtanon: None
Mr. Kalimtanon: Nothing

CHAPTER 7
CASE 4- MS. PERMI BUSY
Ms. Permi Busy (Not her real Name) is a student of Limbaan National High School
currently a Senior High School student. The Ms. Permi Busy was given as his pseudonym
Ms. Permi Busy: I’m always busy.
Ms. Permi Busy : No.
and cram?
Ms. Permi Busy: None
Ms. Permi Busy: Passing a project and not being able to pass it on time.
Ms. Permi Busy: When I get overwhelmed with my school works, I tend to forget
other tasks that I must finish.
behavior?
Ms. Permi Busy: Focus on the task.

school?
Ms. Permi Busy: In return, I get low scores or bad grades.
Ms. Permi Busy: Yes
Ms. Permi Busy: No
Ms. Permi Busy: Yes
Ms. Permi Busy: None

CHAPTER 8
CASE 5- MS. GITAPOL
Ms. Gitapol (Not her real Name) is a student of Limbaan National High School
currently a Senior High School student. The Ms. Gitapol was given as his pseudonym because
of the reason and behavior of her procrastination and cramming.
Ms. Gitapol: My usual reason why i procrastinate and cram is because I am lazy . That
is the main reason.
Ms. Gitapol: Usually, my classmates.
and cram?
Ms. Gitapol: Maybe it is our research. Our research study is the main reason why I
cram because I always prioritize it instead of the other pending tasks.
Ms. Gitapol - It would be rushing to do works, like answering during the last minute.
Ms. Gitapol - When I cram on something, for example, cramming to do a portfolio. It
makes it hard for me since it requires a lot of time and effort, thus, the reflections of
portfolios must be coming from your own words.

behavior?
Ms. Gitapol: Slowly work on the task before the due date. Although the tendency of
cramming is still present, at least the count of the remaining tasks won't be a lot anymore.
school?
Ms. Gitapol: It doesn't give your full potential when answering a task.
Ms. Gitapol: Actually, cramming makes me more productive. So, it's a no.
Ms. Gitapol: Actually, cramming makes me more productive. So, it's a no.
Ms. Gitapol: It affects me mentally. When it's too much for me already, i tend to
have mental breakdowns.
Dorothy
Ms. Gitapol: Cramming is really bad. It would be much better to work on a task
actively the moment we receive it.
CHAPTER 8
CROSS- CASE ANALYSIS
Presented in this chapter is the cross-sectional analysis of each case. In here, similarities
and differences were accounted to give further details of the study. The cross-case analysis is
based on the results and analysis of each case and in congruence with the three major queries
of the study. This chapter contains subheadings which cover: Reasons of students to
procrastinate and cram, including their experiences and how this affect their academic
performance.
Profile of the Young Entrepreneurs
Table 1 present the profile of the young entrepreneurs or cases which serve as
participants of the study. As shown on the table Ms. Gitapol is the oldest among all of the
participants and followed by the participants Ms. Delay Permi, Ms. Unya- unyaon, Mr
Kalimtanon and Ms. Permi Busy.
Case (Pseudonym) Age Grade Level Track/ Strand

Ms. Delay Permi 18 12 Accountancy, Business and
Management
Ms. Unya- Unyaon 18 12 Accountancy, Business and
Management
Mr. Kalimtanon 18 12 Accountancy, Business and
Management
Ms. Permi Busy 18 12 General Academic Strand
Ms. Gitapol 19 12 General Academic Strand
Table 2. Accounts on the Cases
1. Ms. Delay Permi: I encourage myself to focus on the task.
2. Ms. Unya- unyaon: I don't have those experiences because

honestly, as what I had mentioned earlier, I procrastinate and cram
only when I have too much on my plate already.
3. Ms. Unya- unyaon: I don't have any difficulties nor challenges
because I only procrastinate and cram when needed.
Poor Time
Management 4. Ms. Unya- unyaon: Maybe it could lead to the failing of your grade.
But for me, procrastination and cramming doesn't affect my grades
nor my academic performance at all because as what I've mentioned,
I rarely do these bad practices.
5. Ms. Permi Busy: Passing a project and not being able to pass it on
time.
1. Ms. Unya- unyaon: Maybe it could lead to the failing of your

grade. But for me, procrastination and cramming doesn't affect my
grades nor my academic performance at all because as what I've
mentioned, I rarely do these bad practices.
2. Mr. Kalimtanon: Procrastination and cramming make it difficult
Difficulty to for me to journalize transactions, make a report, or answer during
Focus recitations.
3. Mr. Kalimtanon: Relax and don't stress over the tasks.
4. Ms. Permi Busy: When I get overwhelmed with my school works,
I tend to forget other tasks that I must finish.
5. Ms. Permi Busy: Focus on the task.
1. Ms. Delay Permi: Maybe it lowers my productivity rate.

Lowers
Productivity 2. Mr. Kalimtanon: It pressures me all the time.
Level
3. Ms. Permi Busy: In return, I get low scores or bad grades.
Presented on Table 2 the following identified Themes of the study. The following
categorize theme are Poor Time Management, Difficulty to Focus and Lowers Productivity.
On the theme Poor Time Management, the participants Ms. Delay Permi, Ms. Unya- unyaon,
Ms. Unya- unyaon, Ms. Unya- unyaon and Ms. Permi Busy stated that they encounter
difficulties due to their poor time management. They also mentioned that they are havng
difficulty to pass their activities on time and sometimes they struggle to keep their grades up.
The second theme Difficulty to Focus, Ms. Unya- unyaon, Mr. Kalimtanon and Ms.
Permi Busy that procrastination at times made them lose focus on the important task due to the
stress coming from the nearing deadline.
The third theme Lowers Productivity, shows that due the procrastination and cramming
leads the students to have a very poor academic performance. Passing activities and projects
sometimes beyond the deadline and sometimes the activity submitted were not well
accomplished thus leading to anther problem.

CHAPTER 9
DISCUSSION
The study aims to explore the experiences and struggles the students who procrastinate
and cram including the effects it gave to their academic performance. The results shows that
the poor time management leads to the procrastination of the students which causes another set
of problems. The difficulty to focus due to overwhelming procrastination and cramming also
add to the struggles of the students knowing that this could them to forget things or important
activities that needs to be submitted. Lastly, due to procrastination students showcase low
productivity submitting un-accomplished or unrefined leading to another score deduction.
With the following results the researcher’s advice to the students to make an organize
timeline of the things they need to do and submitted to avoid confession and task should be
well organize to make sure that they will not procrastinate and cram.
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TIME MANAGEMENT WOES: ANALYZING THE EFFECT OF

PROCRASTINATION TO STUDENTS’ LEARNING AND PERFORMANCE

A Research Proposal presented to

DARLYN MAE RENTUZA

In today's generation, many students achieve nothing on their studies because of

academia, procrastination is a well-known, almost common place phenomenon. Students often

worse off because of the delay.

Etymologically, “procrastination” is derived from the Latin verb procrastinare — to put

Procrastination is a phenomenon in which one person unnecessarily postponed something they

them to do the work(Wesley, 2019).

In connection to this, Dilmac, (2019). states that the Procrastination appears to be a

Procrastination has been linked to several organizational and societal issues.

towards procrastination attitude of students in face-to-face learning (Goro, 2018).

Nevertheless, the researcher aims to understand students' procrastination and cramming

any procrastination habit to enhance their academic performances.

intervention on procrastination. Procrastination is a serious issue for many students and

associated with different negative consequences, such as anxiety or low grades. As

procrastination is described as a self-regulatory failure, a training program focusing on self-

regulatory skills might be helpful. Academic procrastination is considered to be a result of self-

regulation failure having detrimental effects on students’ well-being and academic

Procrastination is an act everyone takes a part in everyday, regardless of their situation

1. What are the reason of students’ procrastination and cramming attitude?

2. What are the experiences of students who procrastinate and cram?

3. How does procrastination and cramming affects students’ academic performance in

Procrastination is frequently associated with postponing to make a decision or to act.

tend to explain procrastination: psychoanalytic and psychodynamic, behavioristic, cognitive,

used as the main theoretical framework (Steel, 2022).

because of this single dreadful habit (Steel et al., 2022).

ever been procrastinated.

The primary achievement of distance and regular students is managing time

effectively. Mismanagement disturbs the academic achievements and performance of learners.

upcoming assignments and events. This is an important factor in keeping students

management can be very useful in a student’s hectic schedule.

habits in order to have good time management skills.

• Enormous - greatly exceeding the common size, extent, etc.

• Alleviate - to make easier to endure.

• Lament - to feel or express sorrow or grief.

• Misogynistic - reflecting or exhibiting hatred, dislike, or mistrust of women.

• Procrastination - is the act of delaying or postponing a task or set of tasks.

• Cramming - the fraudulent practice of adding unauthorized charges to a customer's

• Deviance - deviant quality, state or behavior.

• Cognitive - based on or capable of being reduced to empirical factual knowledge.

• Dreadful - extremely bad, distasteful, unpleasant, or shocking.

• Woes - ruinous trouble.

Procrastination is independent variable, academic performance is dependent variable,

(Pinxten et al., 2019).

Active procrastination contributed to goal attainment within a two-week deadline,

dependable temperament, and well-developed character and higher emotional intelligence.

Active procrastination is planned, purposeful time-management and self-management strategy

(Sohrab, 2020). Passive procrastination is the voluntary delay to accomplish a task

Academic performance is the assessment of extent to which an individual has achieved an

individual nowadays from children to old age people

Fries, 2016). Passive procrastination is detrimental to students' GPA. When passive

performance (Wu et al., 2016).

Time management and academic performance

is an important relationship between time management and academic performance of student.

Time management and procrastination

academic performance (Doleck, Lajoie, & Baizlais, 2018).

Education > Vol.12 No.3, Impact of Time-Management on the Student’s Academic

to decrease time wasting and unproductive work (Savino, 2016).

academic output (Razali et al., 2018).

students regarding time management is also an effective predictor of educational achievement

of the course (Scherer, Talley, & Fife, 2017).

and control their activities (Claessens et al., 2022).