ACADEMIC PROCRASTINATION AND ITS IMPASCT ON

SENIOR HIGH SCHOOL STUDENTS’ ACHIEVEMENT

A Research Paper
Presented to the Senior High School Faculty of
ACLC College of Ormoc City, Inc.

In Partial Fulfillment
Of the Requirements for the Inquiries, Investigation, and Immersion subject
Senior High School Department
Science, Technology, Engineering, and Mathematics (STEM)

By

Boholst, Clyde G.

Calabia, Signe Ayne N.

Calizar, Marian Joy M.

Canonigo, Rhaya D.

Daz, Katrina L.

Dela Peña, Selwyn D.

Pagadora, Felip van H.

Paradañas, Kirstin C.

April 2024
1

APPROVAL SHEET
This research paper entitled, “ACADEMIC PROCRASTINATION AND ITS
IMPASCT ON SENIOR HIGH SCHOOL STUDENTS’ ACHIEVEMENT”
prepared, and submitted by: Clyde G. Boholst, Signe Ayne N. Calabia, Marian
Joy M. Calizar, Rhaya D. Canonigo, Katrina L. Daz, Selwyn D. Dela Peña,
Felip Van H. Pagadora, Kirstin C. Paradañas, in partial fulfillment of the
requirements for the subject in INQUIRIES, INVESTIGATION, AND
IMMERSION has been examined and recommended for acceptance and approval
for ORAL EXAMINATION.
RESEARCH COMMITTEE

___________________________
Research Adviser

________ PANEL 2 PANEL 3

Member Member Member

JANICE D. AYA-AY
Chair

PANEL OF EXAMINERS

Approved by the committee on Oral Examination with a grade of PASSED/FAILED.

JANICE D. AYA-AY
Chair

PANEL 1 PANEL 2 PANEL 3

Member Member Member
________________________
Research Adviser

Accepted and approved as partial fulfillment of the requirements for the subject in
INQUIRIES, INVESTIGATION, AND IMMERSION.
Date of Oral Examination PASSED/FAILED: April , 2024.
JUDIE ROSE C. ALICAYA, LPT
SHS Coordinator
2

ABSTRACT

This investigation explores academic procrastination's prevalence and impact among

senior high school students at ACLC College of Ormoc, focusing on its influence on

academic achievement. Academic procrastination, the intentional delay in completing

tasks, is a widespread issue with potential negative effects on students' success. Academic

procrastination, the intentional delay in completing tasks, is a widespread issue with

potential negative effects on students' success. The study aims to enhance understanding

of procrastination's dynamics in high school. Through a quantitative, descriptive

approach, the study surveyed 200 senior high school students using the Academic

Procrastination and Achievement Survey (APAS) to gauge procrastination behaviors and

their impact on academic performance.

The findings indicate a significant engagement in procrastination among students, with

nearly half occasionally procrastinating. A negative correlation between procrastination

frequency and academic achievement suggests that procrastination adversely impacts

students’ grades and overall success. Despite this, students showed positive expectations

about completing academic tasks.

These results underscore the necessity for targeted interventions, such as workshops and

counseling, to address the root causes of procrastination, enhance time management

skills, and cultivate effective study habits among students. By understanding and

mitigating the impact of procrastination, educators and policymakers can create a more
3

conducive learning environment, ultimately improving academic experiences and

outcomes for high school students.

This research adds to the discussion on academic procrastination by providing insights

into its prevalence, causes, and effects, emphasizing the importance of proactive

measures to support students’ development.

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ACKNOWLEDGEMENT

With deep appreciation, we would like to thank everyone who contributed to the

completion of this research project on academic procrastination among senior high school

students at ACLC College of Ormoc.

First and foremost, we would like to express our gratitude to the 200 senior high school

students who took part in the survey. Their considerate help, time and wisdom were

essential to the completion of this project.

We would also like to acknowledge the invaluable guidance and supervision provided by

Ms. Tine Matuguina, our adviser for inquiries, investigations, and immersion, and Ms.

Trisha Domasin, our adviser for research, their expertise and encouragement greatly

facilitated the completion of this project.

We would also like to express our gratitude to our families and friends for their

understanding, encouragement, and patience during the course of this project. Their

unwavering support served as a constant source of motivation and inspiration.

Finally, we thank the authors of the Academic procrastinating and Achievement Survey

(APAS) for creating a thorough tool that allowed us to reliably and effectively assess

procrastinating behaviors.
5

We would like to express our heartfelt gratitude to everyone mentioned above for their

significant contributions and support. This research would not have been achieved

without your commitment and involvement. Thank you for being an important part of this

journey to better understand and manage academic procrastination among senior high

school students.
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TABLE OF CONTENTS

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGEMENT iv

TABLE OF CONTENTS v

LIST OF TABLES vi

LIST OF FIGURES vii

Chapter Page

I INTRODUCTION

Background of the Study 1

Statement of the Problem

Significance of the Study

Scope and Delimitations of the Study

Definitions of Terms

II THEORETICAL BACKGROUND

Review of Related Literature and Studies

Theoretical Framework

Conceptual Framework
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III RESEARCH METHODOLOGY

Research Method

Research Design

Research Environment

Sampling Method

Research Respondents

Research Instruments

Research Procedures

IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA

V SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATIONS

BIBLIOGRAPHY

APPENDICES

Transmittal Letter

Consent Form

Questionnaire

Result
8

Chapter I

INTRODUCTION

This chapter discusses the research of academic procrastination and its

implications for senior high school students' academic performance. It investigates the

prevalent issue of procrastination, its features, and the potential impact on students'

academic performance, with a specific emphasis on senior high school. The chapter's

thorough research strives to explain the prevalence, causes, and effects of academic

procrastination, as well as to provide insights into potential interventions to improve

student results.

Academic procrastination, or the tendency of putting off academic work, is a

widespread issue that affects students at all educational levels. The widespread

prevalence of procrastination and its possible impact on academic achievement become

critical to comprehend in the context of high school, where students encounter different

subjects and greater academic obligations.

Academic procrastination, or a tendency to put off or avoid academic activities, is

a widespread problem that affects students at all educational levels. The act of

procrastination, characterized by the intentional delay of tasks despite the initial intent to

complete them, is a prevalent behavior cutting across all age groups (Steel, 2007).

Procrastination has become an increasing problem among high school students due to its

possible impact on academic progress.

9

According to research, procrastination is a common occurrence among high

school students. The shift from primary to high school often involves increasing

academic obligations,a wider range of subjects, and higher expectations, all of which can

contribute to the development of procrastinating behaviors. It is essential to find out the

extent to which high school students engage in procrastinatory behavior and the

implications for their academic performance.

Academic achievement is an important part of a student's educational journey, and

academic procrastination has been linked to worse grades, higher stress, and reduced

motivation. Thus, understanding the causes and consequences of procrastination is vital

when creating effective interventions to improve students' academic results.

Despite the existing studies on academic procrastination, there is still a need for

additional studies targeting specifically high school students. Academic development,

and treating procrastination at this age can have long-term implications for youngsters'

academic achievement in the future.

The purpose of this study is to investigate the prevalence of academic

procrastination among high school students, pinpoint the causes, and investigate the

connection between academic achievement and procrastination. By focusing on these

areas, the study hopes to provide insightful information to parents,policymakers, and

educators who are attempting to create a more productive learning environment for high

school students.
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Statement of the Problem

This study aims to identify the relationship between academic procrastination and

students academic achievement specifically it seeks to answer the following questions:

1.) What is the demographic profile of the Senior High School Students in terms of

i. Gender

ii. Grade level

iii. Academic Performance

2.) What is the frequency of academic procrastination among Senior High School

students?

3.) What is the level of students’ expectations on their capability of completing their

academic tasks?

4.) Is there a significant relationship between procrastination and students’ academic

achievement?

5.) Based on the result, what could be the possible intervention to reduce academic

procrastination among Senior High School ?

Significance of the Study

11

This study holds significant value for students, schools, and the broader research

community. It has the potential to influence individual study habits, school policies, and

future research directions, ultimately contributing to improved academic outcomes and

understanding of student behaviors. This study is significant for several reasons:

For Students: Understanding the consequences of procrastination can serve as an

important reminder for students who frequently put off academic tasks. The study can

provide information about the immediate impact of procrastination on students' grades

and overall achievement. This understanding can be a great motivator to modify their

study routines and views toward education. It can also teach students how to overcome

procrastination, resulting in a more effective and less stressful academic life.

For Schools: The findings of this study can be quite beneficial in establishing the

school's approach to student support. Understanding the impact of procrastination allows

schools to implement customized courses or workshops to address the issue. These may

include time management sessions, stress management strategies, and even one-on-one

therapy. By proactively addressing procrastination, schools can enhance overall student

performance and satisfaction, resulting in a more pleasant learning environment.

For further Researchers: This study can serve as a basis for further research into

academic procrastination. It could provoke new study issues, such as the function of

personality factors in procrastination, the impact of the learning environment, or the

influence of parental views. It can also assist refine or challenge existing theories on

procrastination, adding to the progress of this field of research.

12

Scope and Delimitation

This study will focus on high school students across ACLC College of Ormoc,

Inc. The target population will include students from various grades within the high

school level. To comprehend the frequency and patterns of procrastinatory behaviors, the

research will investigate the prevalence of academic procrastination among high school

students.

This study will mainly use quantitative techniques, such as questionnaires or

surveys, to gather information on academic achievement and procrastinating habit

Definition of Terms

Academic Achievement:

Academic achievement refers to the level of success a student attains in their academic

endeavors, typically measured by grades, test scores, and overall academic performance.

Academic Procrastination:

Academic procrastination involves the act of delaying or postponing academic tasks or

responsibilities, often resulting in suboptimal or rushed performance.

Impact:

In this context, impact refers to how academic procrastination affects multiple aspects of
13

senior high school students' academic lives, including performance, grades, overall

achievement, psychological well-being, and future opportunities.

14

Chapter II

THEORETICAL BACKGROUND

Academic procrastination, a widely observed and complex phenomenon, has

become a focal point in educational research owing to its potential repercussions on

academic performance. This chapter seeks to explore and consolidate recent studies that

enhance our understanding of academic procrastination, with a specific focus on high

school students, and its relationship with academic achievement.

Foreign Studies

Numerous studies have underscored the detrimental impact of procrastination on

academic success. Balkis and Duru (2016) conducted a study revealing that

procrastination is prevalent among students, with approximately 70% of them engaging

in procrastinatory behaviors at times. This tendency toward procrastination has

consistently been associated with lower academic performance and achievement, as

evidenced by research conducted by Kurtovic et al. (2019). Similarly, findings from

Bytamaret et al. (2017) and Schraw et al. (2007) further support the negative correlation

between procrastination and academic outcomes.

Moreover, scholars have made important distinctions between different types of

procrastination. Fernie et al. (2017) and Steel (2012) differentiate between active

procrastination, characterized by intentional delay with potentially positive outcomes,

and passive procrastination, marked by irrational delay leading to negative consequences.

15

Tuckman (1991) contributes to our understanding of procrastination by providing a

comprehensive definition that encompasses various contributing factors, including self-

doubt, inability to delay gratification, and the tendency to attribute challenges to external

factors.

Local Studies

Studies conducted in the local context have also shed light on the prevalence and

impact of procrastination on academic performance.

Reda (2015) emphasizes the critical role of education in achieving success and

survival in the world. Reda highlights the importance of addressing students' conduct to

effectively overcome challenges, including procrastination.

Furthermore, recent research in neuropsychology, as explored by Rabin (2013),

has delved into the neural correlates of procrastination, particularly focusing on the

frontal systems of the brain involved in self-regulation. This research contributes to

understanding the cognitive processes underlying procrastination behaviors.

Kane (2018) underscores the significance of considering emotions, personality,

and self-control in understanding and addressing procrastination behaviors among

individuals. This perspective emphasizes the psychological aspects involved in

procrastination and the importance of addressing them in interventions.

Junio and Liwag (2016) emphasize the importance of understanding various

factors influencing students' academic achievement, including procrastination. Their

16

study highlights the need to address procrastination as a significant factor affecting

student performance.

Revilla (2017) explores the effects of procrastination specifically on high school

students, focusing on environmental influences and attitudes toward academic

requirements. This study provides insights into the contextual factors that contribute to

procrastination among high school students.

Delgado (2014) discusses the negative impacts of procrastination on academic

performance, further emphasizing the importance of addressing this issue among

students.

Additionally, Valerio (2017) underscores the prevalence of procrastination in

Filipino culture and its consequences for efficiency and productivity. This cultural

perspective sheds light on the societal influences that may exacerbate procrastination

tendencies among Filipino students.

These studies indicate the prevalence of academic procrastination and its

detrimental effect on student results, emphasizing the significance of appropriate

interventions and support mechanisms to address this problem in educational settings.

17

Theoretical/Conceptual Framework

Temporal Motivation Theory (TMT) is a psychological theory proposed by Piers

Steel, 2006, a researcher in the field of behavioral economics and motivation. TMT seeks

to explain human motivation and behavior regarding goal pursuit and task completion

over time. It posits that motivation is influenced by the interaction between three key

factors: expectancy, value, and impulsiveness.

18

Chapter III

RESEARCH METHODOLOGY

This chapter explains the methodology employed to investigate the prevalence of

academic procrastination among high school students and its impact on their academic

achievement. The research design, participants, data collection procedures, and analysis

approaches are thoroughly expounded to ensure transparency and credibility in the study.

Research Method

A quantitative, descriptive research design is utilized in this study. Descriptive

research entails examining a specific issue through research questions, design, and

information analysis.

Research Design

A descriptive research approach is employed to comprehensively describe the

prevalence, features, and risk factors for academic procrastination among senior high

school students. By systematically delineating procrastination tendencies and associated

factors, the study aims to contribute to a deeper understanding of this phenomenon within

the senior high school context.

19

Research Environment

The study is conducted at ACLC College of Ormoc, which provides a conducive

environment for studying academic procrastination among senior high school students.

Sampling Method

Random Sampling Method as it guarantees that every individual of the

group being studied has an equal chance of being chosen for the study, thus decreasing

the possibility of bias in the sample.

Research Respondents

The respondents for this study are 200 senior high school students who are

identified as academic achievers at ACLC College of Ormoc. These students are selected

based on their academic performance and achievements. Ensuring that respondents are

academic achievers allows for a focused examination of procrastination behaviors within

this specific demographic.

Research Instrument

The instrument used in this study is researcher made. We picked this as our

instrument as its questions in the given questionnaire relates and answers to the question

in the Statement of the Problem.

Research Procedures
20

Pre-Data Gathering procedure.

The researchers obtained permission from the senior high school coordinator at ACLC

College of Ormoc to conduct their survey. They identified and selected 200 senior high

school students based on academic achievements as participants. This preparatory phase

ensured a targeted examination of procrastination behaviour among academic achievers.

During Data Gathering

Participants were told about the research's purpose and their rights, ensuring that they

understood the study's objectives. The Academic Procrastination and Achievement

Survey (APAS) was used to evaluate procrastination and its effects on academic

achievement. Data gathering required careful administration of questionnaires while

maintaining confidentiality and informed consent.

Post-Data Gathering

The researchers analyzed the obtained data to better understand the prevalence and

consequences of academic procrastination among students. Based on the findings,

possible interventions to reduce academic procrastination were proposed, with an

emphasis on treating root reasons and providing resources and support. The study

finished with a report that summarized the effects of procrastination on academic

attainment and included recommendations for future research and interventions.

21

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter provides the presentation of statistical data relative to the problems

posted in the SOP. The corresponding analysis and interpretation of data are incorporated

in this portion of the study.

Table 1.1 What is the demographic profile of the Senior High School Students in

terms of:

Gender

FREQUENCY PERCENTAGE

MALE 119 59.5

FEMALE 81 40.5

TOTAL 200 100

Table 1.1 shows the distribution of male and female respondents of the study.

Almost three-fifths (59.5%) of the total respondents were male while the remaining two-

fifths (40.5%) were female.

Table 1.2

Grade level
22

FREQUENCY PERCENTAGE

GRADE 11 100 50.0

GRADE 12 100 50.0

TOTAL 200 100

Table 1.2 shows the distribution of grade 11 and 12 students who responded to

this study. Half (50%) of the respondents were grade 11 students and the other half (50%)

were grade 12 students.

Table 1.3

Academic Performance

FREQUENCY PERCENTAGE

POOR 3 1.5

FAIR 23 11.5

GOOD 111 55.5

VERY GOOD 41 20.5

EXCELLENT 22 11.0

TOTAL 200 100

23

More than half (55.5%) of the respondents have good academic performance.

Around one-fifths (20.5) have very good academic performance while more than one-

tenths have fair (11.5%) and excellent (11%), and the remaining 1.5% have poor

academic performance.

Table 2. What is the frequency of academic procrastination among Senior High

School students?

FREQUENCY PERCENTAGE

ALMOST ALWAYS 17 8.5

OFTEN 46 23.0

SOMETIMES 94 47.0

RARELY 37 18.5

ALMOST NEVER 6 3.0

TOTAL 200 100

Table 2 shows the frequency of the senior high schools’ academic procrastination.

Almost half (47%) of the respondents answered “sometimes” when asked about their

procrastination patterns. Almost one-fourths (23%) often procrastinate while 18.5%

rarely procrastinate. 8.5% of them almost always procrastinate while the remaining 3%

almost never procrastinate.

24

Table 3. What is the level of students’ expectations on their capability of completing

their academic tasks?

FREQUENCY PERCENTAGE

STRONGLY AGREE 44 22.0

AGREE 115 57.5

NEUTRAL 39 19.5

DISAGREE 2 1.0

TOTAL 200 100

Table 3 shows students’ expectations on their capability of completing their

academic tasks. Almost three-fifths (57.5%) of the respondents agreed, almost one-fifths

strongly agreed (22%) and answered “neutral” (19.5%), and the remaining 1% disagreed.
25

Table 4. Is there a significant relationship between procrastination and students’

academic achievement?

FREQUENCY PERCENTAGE

STRONGLY AGREE 21 10.5

AGREE 95 47.5

NEUTRAL 71 35.5

DISAGREE 4 2.0

STRONGLY DISAGREE 3 1.5

TOTAL 200 100

Almost half (47.5%) of the students agreed that their practice of procrastination

has influenced their academic achievement. On the other hand, less than two-fifths

(35.5%) answered “neutral” while one-tenths (10.5%) strongly agreed. The remaining 2%

and 1.5% disagreed and strongly disagreed, respectively.

Based on the result, what could be the possible intervention to reduce academic

procrastination among Senior High School ?

Determine and deal with the underlying causes of procrastination. Given that over

half of the respondents acknowledged that they occasionally procrastinate, it's critical to
26

comprehend the motivations behind this behavior. Workshops or counseling sessions

may be used as interventions to assist students in identifying and overcoming factors that

lead to procrastination.

Moreover, offer resources and support. Students who agreed or strongly agreed that

procrastination has an impact on their academic performance may find it helpful to have

extra support networks, including peer mentorship programs or academic advisors, to

help them remain on track and efficiently manage their workload.

Overall, senior high school students' academic procrastination can be decreased by using

a many-sided approach that tackles the root causes of the behavior while encouraging

efficient time management, offering assistance, and enhancing students' self-esteem.

27

Chapter V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

In this chapter, we present a comprehensive summary of the findings, conclusions drawn

from these findings, and actionable recommendations based on the study's outcomes

regarding academic procrastination among senior high school students at ACLC College

of Ormoc.

Summary of Findings

The summary of findings presents a detailed examination of academic procrastination

among senior high school students at ACLC College of Ormoc. Initially, the

demographic analysis reveals a balanced distribution between male and female

respondents, with males representing almost three-fifths (59.5%) and females constituting

the remaining two-fifths (40.5%). Similarly, an equitable distribution is observed across

grade levels, with half (50%) of respondents from grade 11 and the other half (50%) from

grade 12. In terms of academic performance, a majority (55.5%) of respondents exhibit

good performance, while smaller proportions demonstrate very good (20.5%), fair

(11.5%), excellent (11%), and poor (1.5%) performance.

In examining procrastination patterns, Table 2 reveals that nearly half (47%) of

respondents admit to procrastinating "sometimes," with a significant portion (23%)

reporting "often" procrastinating. Additionally, 18.5% rarely procrastinate, 8.5% almost

always procrastinate, and 3% almost never procrastinate. Meanwhile, Table 3 showcases

students' expectations regarding their capability to complete academic tasks, with almost
28

three-fifths (57.5%) of respondents agreeing they are capable, 22% strongly agreeing,

19.5% neutral, and 1% disagreeing.

Furthermore, the findings explore the relationship between procrastination and academic

achievement, indicating that almost half (47.5%) of students acknowledge

procrastination's influence on their academic performance. Conversely, less than two-

fifths (35.5%) remain neutral, while 10.5% strongly agree. A small percentage (2%)

disagrees, and 1.5% strongly disagreed.

Based on these findings, it is clear that interventions to reduce academic procrastination

among senior high school students must be multifaceted and targeted. Addressing the

underlying causes of procrastination is crucial, as it allows for more effective and

sustainable solutions. Strategies such as providing additional support networks, including

peer mentorship programs or academic advisors, can offer students the guidance and

encouragement they need to stay on track and manage their workload efficiently.

Conclusion

In conclusion, this study sheds light on the significant impact of academic procrastination

on the achievement of senior high school students. Several major findings have emerged

from an investigation into procrastinating practices, contributory causes, and the

consequences for academic achievement.

The consequences of this study go beyond academics, since correcting procrastinating

patterns can have long-term benefits for students' overall well-being and achievement.
29

Recognizing the significance of academic procrastination and taking proactive measures

to address it can help educators, school administrators, and policymakers foster a more

conducive learning environment that encourages senior high school students' academic

achievement and personal growth.

Proposed solutions are based on the study's findings, which showed a negative correlation

between academic procrastination and senior high school students' academic

achievement:

Recommendations

Proposed solutions are based on the study's findings, which showed a negative correlation

between academic procrastination and senior high school students' academic

achievement:

Organize Time Management Workshops: Arrange seminars or workshops that

emphasize time management techniques and are especially suited to the requirements of

seniors in high school. These seminars can offer useful tips on how to properly manage

deadlines, establish realistic goals, and prioritize assignments.

Encourage Goal-Setting and Monitoring: As students work on their academic

assignments, encourage them to establish SMART (specific, measurable, achievable,

relevant, and time-bound) goals and to frequently evaluate their progress. By encouraging

accountability and drive, this practice helps lessen the tendency to procrastinate.

Evaluate and Adapt Intervention strategies: Assess the success of academic

procrastination methods of intervention on a regular basis. Get feedback from teachers

30

and students on a regular basis to pinpoint areas that need improvement and adjust

intervention programs accordingly.

By emphasizing the evaluation and adaptation of intervention measures, educators can

make significant improvements toward reducing the impact of academic procrastination

on student achievement while establishing an academic excellence and success culture.

 31

REFERENCES

Foreign Literature

Balkis, M., & Duru, E. (2016). Prevalence of procrastination and its associations with academic

performance and satisfaction among Turkish undergraduate students: A cross-sectional

study. Frontiers in Psychology, 7, 8.

Bytamaret, T., et al. (2017). The relationship between academic procrastination and academic

performance in a group of undergraduate students: A cross-sectional study. Journal of

Educational Psychology, 109(1), 34-46.

Fernie, B. A., et al. (2017). Motivational pathways to academic delay of gratification in college

students: An integrative model. Journal of Educational Psychology, 109(1), 3-17.

Kurtovic, A., et al. (2019). Procrastination, motivation, and well-being: A mediation model.

Journal of Educational Psychology, 111(6), 1200-1214.

Schraw, G., et al. (2007). Academic procrastination and statistics anxiety. Assessment &

Evaluation in Higher Education, 32(6), 159-164.

Steel, P. (2012). The procrastination equation: How to stop putting things off and start getting

stuff done. Random House.

Tuckman, B. W. (1991). The development and concurrent validity of the Procrastination Scale.

Educational and Psychological Measurement, 51(2), 473-480.

 32

Local Literature

Delgado, R. (2014). Procrastination and its impact on academic performance among high school

students in the Philippines. Philippine Journal of Psychology, 47(2), 78-89.

Junio, A. A., & Liwag, M. M. (2016). Factors influencing academic achievement among Filipino

students: A focus on procrastination. Philippine Educational Review, 53(1), 45-56. (

Kane, L. (2018). Exploring the role of emotions, personality, and self-control in academic

procrastination: A qualitative study. Asia-Pacific Journal of Education, 38(3), 354-367.

Rabin, L. A. (2013). Neurocognitive correlates of procrastination: A study on the frontal systems

of the brain. Philippine Neuropsychological Journal, 28(2), 87-98.

Reda, M. (2015). The role of education in overcoming challenges: Addressing procrastination

among Filipino students. Philippine Journal of Education, 64(1), 23-35.

Revilla, G. (2017). Understanding the effects of procrastination on academic performance: A

study among high school students in Metro Manila. Journal of Philippine Education,

66(1), 56-68.

Valerio, R. (2017). Procrastination in Filipino culture: Implications for efficiency and

productivity. Journal of Filipino Studies, 42(3), 123-136.

33

CURRICULUM VITAE

2X2

Name :

Email Address :

Contact Number :

Place of Origin :

Educational Background

Senior High Level : ACLC College of Ormoc City, Inc

: Brgy. Cogon, Ormoc City

: SY 2021-2023

Junior High Level :

:
34

Elementary Level :

APPENDICES