GRP 6 Academic Procrastination

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Unya na lang, layo pa ang deadline: Academic
Procrastination among SNNHS SHS Learners
A Research Paper Presented
To the faculty of Sto Niño National High School
Practical Research in Daily Life I
PRINCESS CHRISTINA L. ARO
JECLIEDY E. DOMO
GEBE P. DIGMAN
JOSIAH JAY H. ROMERO
JUNE 2023
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Unya na lang, layo pa ang deadline: Academic
Procrastination among SNNHS SHS Learners
________________________
A Research Paper Presented
To the faculty of Sto Niño National High School
Practical Research in Daily Life I
________________________
PRINCESS CHRISTINA L. ARO
JECLIEDY E. DOMO
JOSIAH JAY H. ROMERO
GEBE P. DIGMAN
JUNE 2023
ACKNOWLEDGMENT
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We would like to extend our heartfelt appreciation and acknowledgment to the
following individuals who contributed to this group research project:
First and foremost, we would like to express our gratitude to our subject teachers,
Ma'am Aivy Calicdan, And Sir John Ryan V. Ignacio, for their guidance, expertise, and
continuous support throughout the research process. Their valuable insights and
constructive feedback played a vital role in shaping the direction of our study.
We would also like to thank our fellow group members for their dedication,
collaboration, and hard work. Each member brought unique perspectives and skills to the
table, contributing to the project’s overall success. Our group's collective effort and
teamwork were instrumental in accomplishing the research objectives.
We extend our sincere appreciation to the participants who willingly gave their time
and shared their experiences for the purpose of this study. Their cooperation and
involvement were crucial in gathering the necessary data and ensuring the validity of our
findings.
Furthermore, we would like to acknowledge the support and assistance provided by
the faculty members and experts who graciously shared their knowledge and expertise.
Their valuable advice and suggestions significantly contributed to the improvement and
rigor of our research.
We extend our heartfelt thanks to all those mentioned above, as well as any
individuals who may have indirectly contributed to this research. Your collective
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contributions have played a significant role in the successful completion of this group
research project, and we are sincerely grateful for your support.
Lastly, we would like to express our deepest reverence and gratitude to God, the
ultimate source of knowledge, wisdom, and guidance.
DEDICATION
To all the procrastinators who have faced the eternal struggle between the allure of
distraction and the pursuit of academic excellence. This dedication is for those who have
mastered the art of putting things off until the last minute, only to summon a burst of
creativity and determination when time is running out.
To the late-night warriors, fueled by caffeine and the adrenaline of impending
deadlines, who defy the norms of productivity and somehow manage to produce
remarkable work in the eleventh hour. For the ones who have experienced the paralyzing
grip of procrastination, wrestling with self-doubt and anxiety, yet somehow finding the
strength to persevere and deliver their best efforts.
To the perpetual daydreamers, whose minds wander in a realm of possibilities, forever
seeking inspiration and grappling with the elusive nature of motivation. This dedication
recognizes the complex relationship between academic procrastination and the pursuit of
knowledge. It acknowledges the multifaceted nature of human creativity and the
unpredictable paths that lead to discovery.

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May this research paper serve as a testament to the resilience, ingenuity, and
unyielding spirit of those who have battled the allure of procrastination and emerged
triumphant in the face of academic challenges.
ABSTRACT
This study aimed to elucidate students' experiences of academic procrastination.
The specific objective is to describe the lived experience, coping strategies and insights
of a senior high school student. To achieve these goals, this study exhausted the
phenomenological approach. Researchers used purposive sampling to identify six
interviewees for this study. They are senior high school students from Sto. Nino National
High School. Additionally, researchers used informed consent to comply with ethical
standards. Data collection was performed using a researcher-created interview guide. In
this study, we analyzed the data using thematic analysis. This research is examined from
the perspective of self-determination theory and temporal motivation. in this qualitative
study. A thematic analysis revealed that the student's real-world experience with
academic deferral included three main themes for her: Student experiences with academic
procrastination, student coping strategies for academic procrastination, lessons and
insights on academic procrastination. On the one hand, academic procrastination paves
the way for learners to develop a sense of responsibility. This is possible because students
are self-regulating and are solely responsible for their studies.
Table of Contents
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Page
Cover Page i
Title Page ii
Acknowledgement iii
Dedication iv
Abstract v
Table of Contents vi
CHAPTER 1
1 Introduction 1
Purpose of the Study 4
Research Questions 5
Literature Review 5
Theoretical Lens 6
2 Method 9
Research Design 9
Participants and Sampling 9
Research Instrument 10
Role of the Researcher 11
Data Collection 11
Data Analysis 13
Research Tool 13
Ethical Considerations 14
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Trustworthiness of the Study 19
3. Results and Discussion 20
Experiences on Academic Procrastination 21
Students’ Coping strategies on Academic 30
procrastination
The lessons and insights on Academic 35
procrastination
4. Implications and Future Directions 37
Implications 39
Future Directions 39
References 40
Appendices
A. Interview Guide 46
B, Interview Transcription for In-depth Interview 48

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List of Figures
Figures Titles Page
1 Emerging Themes Detailing the Students’ 21
Experiences on Physical Education SLMs
2 Emerging Themes listing the Students’ Coping 30
strategies on Modular Learning in Physical Education
3 Emerging Themes elucidating the lessons and 35
insights on Modular Learning of Physical Education

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CHAPTER 1
INTRODUCTION
Procrastination is the act of delaying or postponing a task or set of tasks. It is a
challenge we have all faced at one point or another. For as long as humans have been
around, we have been struggling with delaying, avoiding, and procrastinating on issues
that matter to us. When we temporarily figure out how to stop procrastinating during our
productive moments, we feel satisfied and accomplished.
Procrastination is a common problem for students, which occurs when students
unnecessarily postpone working on school tasks, like studying or writing. It affects
students at all levels and can cause serious issues, like worse grades and lower wellbeing.
It’s also a complicated problem, since different students procrastinate for different
reasons, and can therefore benefit from different solutions when it comes to overcoming
their procrastination. As we go through this study, we’ll discuss why procrastination is
common in senior high school students.
American procrastination expert Joseph Ferrari did his own cross-cultural studies, with
different results; he’s adamant that there are no differences at all across international
borders. So far, he’s given a questionnaire very similar to the one used by Mann to people
in America, Australia, Peru, Spain, Turkey, and the United Kingdom. And he’s found no
significant differences in procrastination scores between countries or genders.

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In the Philippines, a Filipino habit, or what we call procrastination, could have
animpact on a student's academic performance in school. Academic procrastination is a
common self-perceived problem that causes students' academic performance to suffer, as
well as increased stress and a lower perceived value of life (Mecmack Nartea et al.,
2020). Filipinos have a way of describing procrastination. We call it “Mamaya Na
Habit.” Mamaya na is a Tagalog phrase that means later. Ningas Kugon is a trait that
many Filipinos share. They begin working with full excitement and enthusiasm but are
unable to finish what they start. They tend to jump from one activity to another. On the
other hand, we often lament that our politicians do not have a sense of urgency. They
tend to do things very late, usually before the next election. But this is also a trait shared
by many Filipinos. They wait until the 11th hour. They cram.
In a local perspective, the Department of Education (DepEd) was alarmed by the
declining achievement rates of students in Davao Region. Simbulas (2014) conducted an
inquiry on 163 first-year students from different high school in Davao City to assess the
correlation of their academic performance and their self-efficacy. Results show that self-
efficacy was not significantly related to the academic performance of students in Algebra.
a study conducted at Mindanao State University declares that the very reason why
students indulge in procrastination is because of attributes such as poor time
management, task aversiveness and fear of failure. Moreover, the result shows that there
is significant relationship was established between the level of procrastination and the
gender of the student respondents (Olea & Olea,2015). They required self-discipline,
effort, and engaging instructors. This is obvious to pupils who are unmotivated to
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complete the work. In their lessons, students are searching for a sense of purpose,
enthusiasm, and inspiration (Marge & Urbiztondo, 2018).
Academic procrastination among students is described using frequencies and
percentages, and a link between academic procrastination and time management is
questioned. To see if time management predicts academic procrastination in a statistically
meaningful way, regression analysis is utilized. Students' procrastination tendencies in
academic work are often indecisive, according to the findings, and their time
management abilities are in the middle range (Ocak & Boyraz, 2016).
Procrastination is a problem that affects everyone in the general population, whether
they are adults or teenagers. Furthermore, most studies have shown that procrastination is
regularly associated to a variety of maladaptive cognitions and actions that might deplete
an individual's productive life (Cherry, 2020). Procrastination may be defined as ‘the
voluntary delay of an intended and necessary and/or [personally] important activity,
despite expecting potential negative consequences that outweigh the positive
consequences of the delay’ (Klingsieck, 2013, 26). Typical for procrastination is that it is
irrational, not imposed by external matters, and is often accompanied by subjective
discomfort and negative consequences (Klingsieck, 2013). Students who procrastinate
are more likely to experience depression and social anxiety than students who don’t
procrastinate (Mohammadi Bytamar et al., 2017).
Although it has been difficult to get consensus on definitions of the notion, there is
still a plethora of definitions in the literature. Some define academic procrastination as
the knowledge that a student has to complete one or more tasks or administer any
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activity, such as writing a term paper, finishing a class project, completing a reading
assignment, or preparing for examinations, but lacks motivation to do so within a
specified time frame. Procrastination is also defined as any deliberate but unreasonable
delay in carrying out an anticipated course of action, and it commonly leads to a poor
academic achievement.
Thus, academic procrastinators are students who are aware of what is required of
them, are capable of doing it because the work is within their curricular experience, and
are attempting to do it, but do not accomplish it. It is worth nothing that senior high
school students’ academic activities are defined by frequent deadlines to satisfy different
academic and administrative obligations such as course registration, submission of
individual and group assignments, and term papers. Academic procrastination is the most
prevalent problem in senior high school students’ lives that prevents them from meeting
their educational duties.
PURPSOSE OF THE STUDY
This study Perceive about procrastination among senior high school students in Sto.
Niño National High School. The specific objectives aim to describe why students
postponed their tasks or home works and how it affects their study and grades as they
procrastinate several times. This study also aims to spread awareness among students to
stop procrastinating as it might affect their grades and their future. According to Grant,
moderate procrastination can help give your brain time to mull over a task or problem
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and can create space for greater creativity and innovative ideas. This, he believes, is the
primary work zone of innovators and original thinkers.
This study will benefit the students who are procrastinating. Depending on their
experiences they might learn more about procrastinating, which will educate them and
will help them to prevent procrastinating.
RESEARCH QUESTIONS
This Study aims to the Academic Procrastination among SNNHS SHS Learners
● How can students learn to avoid Procrastination?
●How does people feel when they procrastinate?
●What are your reasons to Procrastinate?
LITERATURE REVIEW
This review will examine many student perspectives on the frequency of
procrastination in senior high school students’ overall viewpoints on the issue. The
beneficiary of this project is the grade 11 and 12 students at Sto. Niño National High
School. The said benefits will include about the improvements of them to just do their
tasks and stop procrastinating during their project making, homework, or even in class.
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The act of delaying or postponing a task or group of duties is known as
procrastination. We have all encountered this difficulty at some point. We have struggled
with postponing, evading, and procrastinating on subjects that are important to us for as
long as humans have existed. When we briefly succeed in not delaying, we experience
periods of productivity and a sense of accomplishment. Experts define procrastination as
a self-defeating behavior pattern marked by short-term benefits and long-term cost. Many
of us know it as putting off things that we need to get done, no matter the level of
difficulty behind the task. We all procrastinate from time to time. They required self-
discipline, effort, and engaging instructors. This is obvious to pupils who are unmotivated
to complete the work. In their lessons, students are searching for a sense, enthusiasm, and
inspiration. (Marge & Urbiztondo, 2018).
Therefore, perfectionism and a fear of failing, which are difficult to overcome,
may frequently the causes of procrastination. If you work with your child or students to
set clear, attainable goals, he or she will be better equipped to manage expectations and
keep interact his or her development.
THEORETICAL LENS
This study is seen through the lenses of Theory of Self Determination theory and
Temporal Motivation theory. The theory of Self Determination by Kendra cherry Self-
determination refers to a person's ability to make choices and manage their own life.
Being self- determined means that you feel in greater control, as opposed to being non-
self-determined, which can leave you feeling that your life is controlled by others. Self-
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regulation has been well studied with Self-Determination Theory (Ryan and Deci,
2017; Valenzuela et al., 2020). From this perspective, self-regulation is a motivational
capacity that satisfies autonomous feelings and makes individuals pursue and reach their
personal goals. In this regard, procrastination can be considered as a volitional
dysregulation, in spite of being motivated. This volitional problem can also affect on
individual self-efficacy beliefs, motivation and goal settings through a vicious cycle
(Valenzuela et al., 2020). On the other hand, controlling teaching style – by frustrating
the satisfaction of psychological needs – can have adverse consequences for students,
such as resistance to learning or not paying attention to teachers (De Meyer et al., 2016).
Self-Determination Theory (SDT) represents a broad framework for the study of human
motivation and personality. SDT articulates a meta-theory for framing motivational
studies, a formal theory that defines intrinsic and varied extrinsic sources of motivation,
and a description of the respective roles of intrinsic and types of extrinsic motivation in
cognitive and social development and in individual differences.
Meanwhile, Temporal motivation theory which states that procrastination occurs
when people’s motivation is low, which can happen because of some combination of
low-value outcomes, low expectations of achieving outcomes, high delay before
achieving out-comes, and high sensitivity to the delay of outcomes. The motivational-
volitional perspective is focused on the relationship between different motivational and
volitional variables such as motivation, self-regulation, time management and learning
strategies which are central in successful studying in higher education (Lindblom-Ylänne
et al., 2015; Klingsieck, 2013). The situational perspective, on the other hand, focuses on
procrastination evoked by situational features, such as the perceived difficulty of the task
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(Klingsieck, 2013). This situational perspective can be further extended to include the
person’s reactions to the challenges posed by the situation. The full theory is particularly
useful to test deviations from the rational model, such as in the efficacy of long-term
incentive plan where Pepper et al. (2013) found that the way “senior executives assess
probabilities and value is significantly affected by risk aversion, time discounting and
uncertainty aversion” (p. 48).
We choose self-determination and temporal motivation theory in the study of
academic procrastination because they offer complementary perspectives on the factors
that influence motivation and behavior in academic context. Self-determination theory
emphasize the important of psychological needs such as autonomy, competence, and
relatedness in fostering intrinsic motivation and engagement. When these needs are not
met, individuals may be less like to feel motivated to engage in academic tasks, leading
to procrastination. Therefore, understanding and addressing psychological needs can be
helpful in reducing academic procrastination.
Temporal motivation theory, on the other hand, emphasize the role of task value
and deadline proximity in motivating behavior. When academic tasks are perceived as
low in value or importance, or when the deadline is perceived as distant or flexible,
individuals may be more likely to procrastinate. Therefore, intervention that increase the
perceived value of academic tasks or set clear specific deadlines for completion can be
effective in reducing academic procrastination.
By combining these two theories, we researchers can gain a more comprehensive
understanding of the factors that contribute to academic procrastination and develop
targeted interventions that address multiple aspect of motivation and behavior. Overall,
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self-determination theory and temporal motivation theory are useful frameworks for
understanding and addressing academic procrastination, which can lead to improve
academic performance and well-being.
CHAPTER 2
METHOD
The topics covered in this chapter include Research design, Participants and
Sampling, Research Instrument, Role of the Researcher, Research Tool, Ethical
Considerations and Trustworthiness of the study.
RESEARCH DESIGN
This study will operate on Qualitative research. Qualitative research is a type of
study that collects and examines non-numerical data to understand how people interact in
society, including their attitudes, beliefs, and motivation. It aims to gather information
from the respondents needed for the study. The researchers will conduct an in-depth
interview to gain the perspectives of the participant. This research design used will help
gather the information that is needed for this study and create a conclusion.
PARTICIPANTS AND SAMPLING
Senior high school students who were clearly experiencing from academic
procrastination were the study's participants in this qualitative study. The six participants
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will cooperate in a face-to-face interview due to the fact that it is currently possible. We
take actions to ensure that the participants are fully informed about our study so they will
understand what we want to undertake. From earlier research that has developed
questionnaires, a frequently identified limitation is a failure to control for participants’
previous (or current) exposure to psychological therapies and how this may impact on
responses to items in questionnaires (e.g. Fernie et al. 2014).Also, we guarantee the
privacy and confidentiality of the data customers provide to us.
The sample technique used in this investigation was purposive sampling, which
was used to identify the participant. This method refers to the process of selecting
participants from a larger population to be included in a study. In addition, it is widely
used in qualitative research for the identification and selection of information-rich cases
related to the phenomenon of interest.
RESEARCH INSTRUMENT
In-depth interviews with our participants, we employed a semi-structured
interviewing guide. Today, Procrastination is a more common phenomenon among
students than ever. Because they have lots of thing to do but they have limited time. A
semi-structured interview, on the other hand, is a data collecting technique that depends
on posing questions inside a predetermined theme framework. Yet neither the order nor
the wording of the questions are predetermined. Semi-structured interviews are
frequently qualitative in character when used in research. In the marketing, social
science, survey methodology, and other research domains, they are typically employed as
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an exploratory tool. We personally interview our participants in order to better record the
interview data. Also, the validation of my questionnaire was done to make sure the
information collected matched the study's research goals. At the end, which will provide
you with a brief guide to help you understand what your responses suggest about your
level of procrastination.
ROLE OF THE RESEARCHER
As the investigation's researcher, we adopted the position of an astute observer
and attentive listener. In other words, we focused on their responses and narratives.
Reading between the lines was necessary as a result. Our focus has been on objectivity as
we play out our part. Hence, we could be certain that our transcription accurately
reflected what the participants had to say. The presentation of data is not exempt from our
objectivity. The participation of the participants has helped us achieve this. We made sure
they had time to read the transcription and consider its contents. Also, as the researchers,
we provided participants time to consider whether or not to revoke their involvement.
DATA COLLECTION.
This qualitative study employed a proposal, thorough interview questions, and
other techniques. We headed to the facilitator's office to seek authorization after gaining
her consent. The steps included submitting a letter of intent to undertake the study,
obtaining management approval for the research, and filling out a questionnaire. We sent
the consent letter to the responsible principal of the school where the respondents are
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enrolled after receiving permission to conduct the study. The researcher made a
conscious effort to talk with the principal about the important and pertinent concerns
surrounding the investigation. Throughout the conversation, it was guaranteed that the
probe would not disrupt or interfere with any deliverables. The respect for the
participants' rights was also addressed. The face-to-face nature of the in-depth interview
will ensure that the participants' identities are kept a secret. The in-depth interview is only
open to those specific students. The researchers then identified the students who were
eligible to take part in the study. As soon as the participants were identified, we got down
with the study subject to discuss the interviewing process. Each respondent was made
aware that the entire interview will be audio and video recorded. We also reminded them
that while the interview was taking place, notes would be taken. We also discussed
confidentiality with the participants. The opportunity to review the transcription was also
made clear to the participants. This was done to make sure the transcription was truthful
and correct and that nothing had been added, changed, or removed. The interview date
and time were then finalized. We were also guided by pre-written questions while we
conducted in-depth interviews. However, we were not totally confined by these inquiries.
We occasionally exited these when circumstances required it. We even asked questions
that deviated from the one we had planned in advance. Because of this, we saw these
unplanned inquiries as crucial to the conversation. We even went so far as to introduce
some important ideas to the participants. We could be certain that the study participants
and the researchers would communicate openly and effectively in this way. The entire
interview was then written down. After then, there was enough time for the responders to
read the transcription of their interview. We then moved forward with the data analysis.
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Each participant attested that no information in the transcription was mistakenly
recorded.
DATA ANALYSIS
The themes for this phenomenological investigation were coded and discussed
using a comprehensive data analysis structure. The primary factors to take into account
when assessing the data collected include triangulation of sources, procedures, and
conclusions to check the accuracy of data received from participants, identifying trends,
and emphasizing pertinent experiences. After reading and rereading each transcript to
gain a general sense of the content, we will take notes on statements that are pertinent to a
phenomenon. Interpretations were obtained from the participants' significant statements
after extracting and coding the transcript. The results of the sorting and grouping of the
responses into themes were used to create the final output. We shall establish the
reliability and validity of our study's findings by tying the hypotheses to the relevant
literature.
RESEARCH TOOL
In this study, we used a semi-structured interview to discuss how the research participants
manage academic procrastination in their everyday lives. Furthermore, we used a
structured interview to discuss what are the effects of academic procrastination in

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SNNHS learners. In addition, the validation of our questionnaire was to ensure that the
data gathered was in line with the research objectives of the study.
ETHICAL CONSIDERATIONS
Others contend that qualitative research is particularly well suited both to identify
causality and to uncover fine descriptive distinctions (Fine and Hallett 2014; Lichterman
and Isaac Reed 2014; Katz 2015). There are several ethical issues that we should always
pay attention to in our research design, and these issues can overlap with each other.
Voluntary Participation, Voluntary participation means that all research subjects
are free to choose to participate without any pressure or coercion. Voluntary participation
is a fundamental ethical principle in research, and it ensures that participants' rights are
respected and protected. It is essential that researchers obtain informed consent from
participants before they begin any study, and they should provide all the necessary
information about the study, including the risks and benefits, to enable participants to
make an informed decision about whether to participate or not. All participants are able
to withdraw from, or leave, the study at any point without feeling an obligation to
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continue. Our participants don’t need to provide a reason for leaving the study. It’s
important to make it clear to participants that there are no negative consequences or
repercussions to their refusal to participate. The person must want to answer our
questions; if they do not, we must respect their decision. However, it should be made
clear how important the participant is and how much it means that he or she complete the
study. If many of the participants do not follow procedures and the study is compromised,
then opportunity, and time, have been lost. Take special care to ensure there’s no pressure
on participants when you’re working with vulnerable groups of people who may find it
hard to stop the study even when they want to.
Informed Consent, Informed consent refers to a situation in which all potential
participants receive and understand all the information they need to decide whether they
want to participate. It is one of the founding principles of research ethics. Its intent is that
human participants can enter research freely (voluntarily) with full information about
what it means for them to take part, and that they give consent before they enter the
research. Participants should also be given the opportunity to ask questions and have
those questions answered before signing the consent form. They should also be informed
that they have the right to withdraw from the study at any time without consequence.
Overall, informed consent is a critical aspect of research ethics, and its importance cannot
be overstated. Obtaining informed consent is essential for maintaining trust between
researchers and participants, as well as for promoting transparency and accountability in
research. It is the responsibility of researchers to ensure that the informed consent process
is conducted in an ethical and respectful manner, and that participants are treated with
dignity and respect throughout the research process. It is essential for protecting the rights
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and welfare of research participants, as well as for ensuring the ethical conduct of
research.
Confidentiality, Confidentiality is a means that you know who the participants
are, but you remove all identifying information from your report. All participants have a
right to privacy, so you should protect their personal data for as long as you store or use
it. Even when you can’t collect data anonymously, you should secure confidentiality
whenever you can. In research, confidentiality is important to protect the privacy of
participants and to maintain trust between researchers and participants. It is also
necessary to ensure that participants are not subjected to any potential harm or
discrimination as a result of their participation in the research study. Researchers should
also inform participants about the measures that will be taken to protect their data and
ensure confidentiality. This may involve providing participants with a confidentiality
agreement or informing them of the steps that will be taken to ensure their anonymity. In
some cases, researchers may need to disclose participant data to outside parties, such as
regulatory agencies or funding organizations. In such cases, researchers must ensure that
the disclosure of participant data is in compliance with ethical and legal requirements and
that appropriate measures are taken to protect participant privacy. Overall, confidentiality
is a critical aspect of research ethics and should be considered throughout the entire
research process. By taking appropriate measures to protect participant data, researchers
can ensure that the privacy and rights of research participants are respected, and that the
research is conducted in an ethical and responsible manner. In summary, confidentiality
is crucial in research to protect the privacy of participants, promote trust and cooperation,
fulfill ethical responsibilities, and comply with legal requirements.

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Potential for harm, as a researchers, you have to consider all possible sources of
harm to participants. Harm can come in many different forms. Psychological harm, social
harm, Physical harm, and Legal harm. It’s best to consider every possible source of harm
in your study as well as concrete ways to mitigate them. Involve your supervisor to
discuss steps for harm reduction. Make sure to disclose all possible risks of harm to
participants before the study to get informed consent. If there is a risk of harm, prepare to
provide participants with resources or counseling or medical services if needed.
Researchers should also carefully consider the potential risks and benefits of their
research before initiating a study. This may involve conducting a risk-benefit analysis to
determine whether the potential benefits of the research justify any potential risks to
participants.
It is important to consider the potential for harm in research for several reasons:
●Ethics and Human Rights: Respecting human dignity, autonomy, and rights is a
fundamental ethical principle in research. Researchers must consider the potential for
harm and minimize risks to participants, especially those who are vulnerable, such as
children, pregnant women, and marginalized populations.
● Scientific Validity: Research that causes harm may produce invalid or biased results,
which can lead to flawed conclusions and wasted resources. Minimizing the potential for
harm helps to ensure that research results are reliable, accurate, and useful.
● Reputation and Public Trust: Researchers have a responsibility to maintain their
reputation and the public trust. Conducting research that causes harm can damage the
reputation of the researcher and the institution, and erode public trust in research.
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● Legal and Regulatory Compliance: Researchers are required to comply with ethical and
legal standards, including obtaining informed consent from participants, protecting
confidentiality, and minimizing the potential for harm. Failure to comply with these
standards can result in legal and regulatory sanctions.
In summary, considering the potential for harm in research is essential for
upholding ethical principles, ensuring scientific validity, maintaining public trust, and
complying with legal and regulatory requirements.
Results Communication, the way you communicate your research results can
sometimes involve ethical issues. Good science communication is honest, reliable, and
credible. It’s best to make your results as transparent as possible. Take steps to actively
avoid plagiarism and research misconduct wherever possible. Plagiarism means
submitting others’ works as your own. Although it can be unintentional, copying
someone else’s work without proper credit amounts to stealing. Researchers should also
consider the potential impact of their results on participants and the broader community,
and take appropriate measures to mitigate any potential negative consequences. This may
involve providing support or resources to participants, or engaging with relevant
stakeholders to promote the responsible use of the findings.
Effective result communication is a critical aspect of research for several reasons:
● Validation and Replication: Research results need to be communicated accurately and
clearly to enable others in the scientific community to validate and replicate the findings.
Validation of research results is an essential part of the scientific method and helps to
ensure that the findings are accurate and reliable.

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●Dissemination of Knowledge: Communicating research results also helps to disseminate
knowledge to a broader audience, including policymakers, other researchers, and the
public. This allows for the development of new insights, ideas, and innovations that can
lead to scientific advancements and social progress.
● Collaboration: Effective communication of research results also promotes collaboration
between researchers, which can help to advance the research further. Sharing results with
peers in the same or related fields can lead to constructive feedback, new collaborations,
and more opportunities to build upon the research.
● Transparency and Accountability: Communicating research results transparently and
accurately demonstrates accountability and scientific integrity. This is important because
it builds trust among peers and the general public, who rely on scientific research to make
informed decisions.
Overall, communicating research results effectively is crucial for advancing knowledge,
promoting collaboration, and ensuring the integrity and validity of scientific research.
TRUSTWORTHINESS OF THE STUDY
In this qualitative study, it requires trustworthiness. In establishing
trustworthiness, Lincoln and Guba created stringent criteria in qualitative research,

20
known as credibility, dependability, confirmability and transferability. This is referred in
this article as “the Four-Dimensions Criteria” (FDC). We, as the researcher, will show
and demonstrate it through reporting our results with utmost honesty. To achieve this, the
study presented the information precisely. I will also use triangulation method in order to
gain more complete understanding of the phenomenon being studied. It would make the
research findings comprehensive and well developed (Olivia, 2016).
In credibility, we researcher establish confidence that the results (from the
perspective of the participants) are true, credible and believable.
In dependability, we ensure the findings of this qualitative inquiry are repeatable
if the inquiry occurred within the same cohort of participants, coders and context.
For confirmability, is for us to extend the confidence that the results would be
confirmed or corroborated by other researchers.
Lastly, the transferability is for us to extend the degree to which the results can be
generalized or transferred to other contexts or settings.
CHAPTER 3
RESULTS AND DICSUSSIONS
In this chapter, we will discuss the results and findings of our research on
academic procrastination. This portion outlined the lived experience of Senior high
21
school student who engage in academic procrastination, the factors that influence this
behavior, and its impact on their academic performance and satisfaction. This chapter
gathered data from interviews that we conducted with a sample of Senior high school
students, and we will present the key themes that emerged from our analysis.
Lived Experiences of Senior high school learners on Academic Procrastination
In investigation of the information yielded, it driven us to six topics characterizing
student's encounters taking on Academic Procrastination. These six subjects are:
Distraction, Task aversion, poor time management kills, Lack of self-regulation, stress,
and overwhelm. These topics strikingly captured the whole encounters of the senior high
school learners in sto niño national high school on academic procrastination.
Lived Experiences of Senior high

school learners on Academic Procrastination
Distraction Lack of Self - Regulation
Overwhelm
Task Aversion Poor Time
management skills
Stress
22
Figure 1. Lived Experiences of senior high school learners on Academic
procrastination
Distraction. Procrastinating is a common occurrence among students. Senior high
school learners in Sto Niño national high school have been procrastinating because they
are being distracted. As the participant said they’ve been distracted in using their phones.
This is evident in most of the students’ responses. Procrastination may be exacerbated by
technologies such as social media and smartphones (Rozgonjuk, Kattago and Täht 2018).
“Usahay kay mag sige kog cellphone tapos kanang tamaron sad ko”
(Sometimes I keep on using my phone and then i get lazy) IDI- S1- RQ 1.
“Ang akong main reason sa mag procractinate ko kay laziness lang jud og sa
cellphone pudt”(My main reason for procrastinating is my tiredness and gadget only).
IDI-S4-PQ 1.1
It can be deduced from participant 1and 4 that when she keeps using her phone
then she gets lazy. One of the reasons for the negative consequences of mobile phone
technology is distraction (Sobhani and Farooq, 2018). excessive usage of mobile phone
by ignoring time and all other assignments, and delay in educational assignments and all
other academic activities till the deadlines. The accessibility of entertainment apps and
social media platforms on phones can lure students away from their academic tasks,
leading to procrastination.
23
Self - Regulation. This behavior appears within a person because of the failure in
self-regulation and he/she normally experiences lack of achievement goal orientations in
studies. As a result, lazy students have low enthusiasm in their way of thinking, tendency,
habits and behavior. Students who procrastinate are more likely to experience depression
and social anxiety than students who don’t procrastinate (Mohammadi Bytamar et al.,
2017).
“I think i mostly feel ano guilty pag maka procrastinate kog kaning main assignment og
ang flaws nko kay anxiety if mahumn banko sya or mapasa” (my primary guilt comes
from putting off important assignment, and one of my weaknesses is that I get anxious
when I’m almost finished.) IDI-S2- PQ 2.1
“Shock, Murag mo kalit lang kog kahadlok kay walanako kabantay sa oras na taas
nakaayo na pass mao to d nalang nko tiwason ang trabaho” (Shock, then suddenly I’m
scared of the time because i didn’t noticed the time passed, hence, ill not continue my
tasks) IDI-S3-PQ 2.1
Students' comments made it evident that they lack self-control. Results have
shown that academic self-regulation negatively predicts young people's procrastination.
This level of coping puts stress on students and limits their academic decision-making,
sometimes leading to maladaptive academic behaviors related to mavoidance (Deb et al.,
2015). In this way, students often display behaviors to voluntarily postpone activities
and/or exams, either because others guarantee immediate achievement, inadequate
information processing or fear of failure (Ziegler and Opdenakker, 2018). Self-regulation
in academic procrastination refers to an individual's ability to control and manage their
own behaviors, thoughts, and emotions in order to overcome the tendency to

24
procrastinate on academic tasks. Procrastination involves the individual in the presence of
a sense of guilt and discomfort for the very fact of delaying and subsequent relief when
the pending activity is executed, usually at the ‘last moment’ (Moreta et al., 2018).
Task Aversion. An element of psychological or subjective fatigue characterized by
increased sweating, general discomfort, and a desire to do something other than train or
compete. Task aversion increases in unpleasant or unfamiliar environments. Hence,
procrastination can be seen as irrational behavior—delaying some intended course of
action, realizing that it is disadvantageous (Klingsieck, 2013). When students experience
task aversion towards their academic assignments, they tend to delay starting or
completing them. The aversive feelings associated with these tasks create an internal
resistance, leading to procrastination as a means of avoiding the discomfort.
“Sometimes makagunit nakog cellphone and then suddenly tamadon nako and malimtan
nako or ginakalimtan nanako akoang mga buhatonon.” (Sometimes when I have the time
to get my phone and then suddenly I become lazy and I forget or I choose to forget my
tasks). IDI-S6-PQ 1.2
“Wala koy energy and ma overwhelmed ko sa trabaho”( I don’t have adequate energy
and I became overwhelmed on my work). IDI-S3-RQ 1
Student-Participant 6 and Student-Participant 3 responses to the in-depth interview
accurately reflected the opinions of the majority of the participants. Students may
experience task aversion in academics due to the complexity of tasks, lack of interest,
boredom, external pressures, negative past experiences, perfectionism, anxiety, or low
self-confidence. These factors contribute to a reluctance or avoidance to engage in

25
academic tasks. From this perspective, focusing on regulating emotions and prioritizing
the short-term mood repair rather than pursuing goals in the long term, results in failure
in self-regulation and therefore procrastination (Sirois and Pychyl, 2013).
Poor time management skills. Procrastination can lead to low productivity, poor
time management skills and missed deadlines. For example, you may have trouble
starting new projects because you don't know where to begin or how to do it effectively.
Or have difficulty finishing tasks because you lack motivation or fear failure.
Emphasizing time also helps to develop cost effective educational policies by the
authorities especially at higher education level (Kaushar, 2013). Time management has a
significant impact on the lives of the students commonly for those who are studying in
the higher education institutions where there is no existence of parent and teacher
supervision.
“Ang reason nko nga mag procrastinate ko kay madistract pdt ko and for example
cellphone niya naay sometimes na matamad ko laziness kana.” (The reason why I
procrastinate is because I’m distracted and for example cellphone and sometimes ill get
slothful). IDI-S4-RQ 1
From participant 4, it can be inferred that she is frequently distracted by her cellphone,
which has resulted in poor time management. Students are affected by a lack of time
management due to overloaded schedules, procrastination, poor prioritization, lack of
planning, distractions, inefficient study habits, and unrealistic expectations. Juggling
various responsibilities, such as classes, assignments, exams, extracurricular activities,
and socializing, can overwhelm students if they fail to manage their time effectively.
Procrastination leads to last-minute rushes, while poor prioritization results in neglecting

26
important tasks. Without proper planning, students struggle to allocate time efficiently,
and distractions like social media further disrupt their focus. Inefficient study habits
hinder progress, and unrealistic expectations lead to underestimating task durations.
These factors collectively contribute to students' struggle with time management. Without
the development of effective habits, such as such motivation, metacognition, and self-
regulation, students are likely to perform poorly and find it difficult to improve future
performance (Baothman, Aljefri, Agha, & Khan, 2018).
Overwhelm. Feeling overwhelmed, often while being unsure of how to deal with
the academic task at hand. Feeling overwhelmed in the context of academic
procrastination refers to a sense of being emotionally or mentally burdened by the tasks
and responsibilities associated with academics. When students procrastinate, they often
delay starting or completing their academic work, leading to a buildup of tasks and
looming deadlines. As a result, they may experience a sense of pressure, stress, and
anxiety due to the mounting workload and the limited time available to complete it. This
feeling of overwhelm can be intensified by the fear of failure or the perception that the
workload is too demanding to handle effectively. It can further exacerbate procrastination
tendencies, creating a cycle of stress and delayed productivity. The synthetic definition
for Condon (2014) was feeling overwhelmed is “foreboding chaos surfacing with the
uncertainty of existence-nonexistence while considering expectant others” (pp. 217-
218). Similarly, Schulte (2014), a journalist, explored feeling overwhelmed in a book,
and she described it as taking on too many of life’s innumerable tasks and responsibilities
at the same time.

27
“Wala koy energy and ma overwhelm ko sa trabaho” ( I don’t have a energy and
I feel overwhelm on my works) IDI-S3-RQ 1
From Participant 3, we can infer that he often feels overwhelmed with his work
and assignments. Students can feel overwhelmed when it comes to their academic tasks
due to high expectations, complex assignments, time constraints, fear of failure, lack of
clarity or guidance, perfectionism, and an overloaded schedule. The structural
transposition from Condon’s (2014) study was that feeling overwhelmed was “arduous
instability arises with disparate involvements as buoyant potentiality surfaces while
calculating enterprises” (p. 220). The lack of effective time management skills, difficulty
in prioritizing tasks, and the desire for perfection can further contribute to the feeling of
overwhelm.
Stress, Procrastination can cause various issues for students, by negatively
affecting their time management, academic performance, emotional wellbeing, and
mental and physical health. In terms of emotional wellbeing and mental/physical health,
procrastination can cause issues like increased stress and increased rates of illness. Many
of these issues are associated with the issues that students experience in terms of their
time management and academic performance. For example, if a student submits an
assignment late due to procrastination and ends up receiving a bad grade, then they might
feel anxiety, guilt, and stress over their behavior. Academic stress can reduce motivation,
28
hinder academic achievement, and lead to increased college dropout rates (Pascoe et al.,
2020).
“Ma pressure ko og kanang ma stress pudt ko sa kanang hapit na ang deadline”
(I felt pressure and also stress when the deadline is near). IDI-S4-PQ 2,1
“Ang emotion nko ana is kanang murag stress kaayo ko nga murag wanako
kabalo say buhaton” (My emotion is I felt like I’m stress and I don’t know what to do)
IDI-S5-PQ 2.1
“Me as I feel anxiety whenever nga mag procrastinate ko like it affects my focus
if mas nagging agitated ko usahay og kaning dali dalion nko siya so akong focus kay
mag bali bali sya” (I feel anxiety whenever im procrastinating like it affects my focus it
made my agitated sometime and when I’m in a hurry I lose my focus). IDI-S2-PQ 2.3
From Participant 4,5 and 2, we can infer that they feel stress whenever they procrastinate.
In other cases, people experience this association in both directions, which can lead to a
self-reinforcing stress-procrastination cycle, where their procrastination causes them to
feel stressed, which in turn causes them to procrastinate further, which causes them
to keep feeling stressed, and so on. Stress experienced by college students is multi-
factorial and can be attributed to a variety of contributing factors (Reddy et al.,
2018; Karyotaki et al., 2020). “Stress causes a physical change in your body and that kind
of illness inside of you can trigger so many other things,” Frey said. Students feel stress
when they procrastinate because delaying tasks leads to time pressure, a sense of being
29
overwhelmed, guilt, loss of control, fear of failure, and an increased workload. These
factors combined create stress and anxiety about meeting deadlines and achieving
academic goals.
Senior Highschool Coping strategies on Academic Procrastination
Parents, teachers, and other stakeholders have been shocked by the sudden
increase in academic procrastination. The primary sector affected by the changes is
education, so students must develop coping mechanisms. Following a thorough review of
the data, three frequent patterns of coping strategies for academic procrastination were
suggested. Avoidance, self-encouragement, and time management are themes. These
themes encompass the experiences students went through in battling academic
procrastination.
Coping strategies
Participants used these strategies to overcome academic procrastination. Participants
unanimously reported exhausting all of these strategies. These strategies were very
important in her process of procrastinating schoolwork. Her procrastination dilemma was
solved by using time management. On the one hand, a sense of responsibility was formed
by motivating oneself.
Senior Highschool Coping
strategies on Academic
30
Avoidance Self-encouragement
Time Management
Figure 2. Senior Highschool Coping
strategies on Academic Procrastination
Avoidance, to overcome procrastination you need to have an understanding of the
reasons why you procrastinate, and the function procrastination serves in your life. You
can't come up with an effective solution if you don't really understand the root of the
problem. As with most problems, awareness and self-knowledge are the keys to figuring
out how to stop procrastinating. According to Theodore Roosevelt, Doing something is
better than doing nothing, “In a moment of decision, the best thing you can do is the right
thing to do. The worst thing you can do is nothing.”
“I learn to avoid procrastination by a setting up schedule and picking up healthy study
habits like kung kabalo ka sa imong mga due dates kay e schedule nimo sya daan og dli
nimo siya e sabay so kaning imohang focus kay dli mag alternate different them” (I learn
to avoid procrastination by a setting up schedule and picking up healthy study habits like
when you know your due dates you’ll make a schedule for them and don’t do this at the
same time so your focus don’t alternate different them). IDI-S2- RQ 3

31
“To avoid procrastination paghatag og trabaho buhaton dayun nako diritso mao na
akong main strategy para paghuman sa trabaho naa nkoy free time di nako mag worry
sa trabaho” (To avoid procrastination, when the task is given I will do it immediately
that’s my main strategy and I have my free time so I don’t have to worry on my tasks.)
IDI-S2-RQ 3
The student participants' answers above clearly reflected the opinions of other
participants. In in-depth interviews, participants agreed that avoidance was used as a
strategy. Students need to avoid academic procrastination for several crucial reasons.
First, it helps them achieve better academic outcomes by allowing sufficient time for
thorough preparation and high-quality work. Second, avoiding procrastination reduces
stress and anxiety, promoting better mental well-being and a healthier approach to
learning. Third, it improves time management skills, enabling students to prioritize tasks
effectively and meet deadlines. Fourth, it fosters a deeper understanding of the subject
matter through dedicated and focused study. Fifth, it enhances productivity and efficiency
by utilizing time more productively. Ultimately, avoiding academic procrastination
instills discipline, self-control, and effective work habits that serve students well beyond
their academic pursuits.
Time management, Time management in academic procrastination refers to the
practice of effectively allocating and organizing time to complete academic tasks in a
timely manner. It involves planning, prioritizing, and scheduling tasks to avoid

32
unnecessary delays and last-minute rushes. Effective time management helps students
overcome the tendency to procrastinate by breaking down larger tasks into smaller,
manageable steps and allocating specific time slots for each task. It also involves
identifying and minimizing time-wasting activities and distractions. By implementing
time management strategies, students can optimize their productivity, reduce stress, meet
deadlines, and create a balanced approach to their academic responsibilities. Be honest
with yourself about how you spend your time and look at ways of cutting back on time-
wasters. According to Brian Tracy Your greatest asset is your earning ability. Your
greatest resource is your time.
“To avoid procrastination kay unang mag set kog time management unahon pudt
nako ang dapat judt unahon sa inig nay activities ipa buhat” (To avoid procrastination
first is I set time management then do first which is needed, so whenever there are
activities that needed to do). IDI-S5-RQ 3
“Mag set kog time management and time management lang and hinay hinayan
Nakong trabaho dili na pa unya unyaon dili na kalimtan” (I will set a time management
and only time management, slowly doing my works don’t put off thing). IDI-S6- PQ 3.3
The statements above reflect how participants perceived time management as a
driving force for better performance in academic procrastination. The development of
effective time management skills is an essential - though often overlooked – tool in
helping you to achieve your academic potential: managing your time effectively can help
33
you to feel in control of your workload, increase your productivity and improve your
confidence. As a result, you’ll feel less inclined to procrastinate and able to enjoy a
healthy balance between studying and other activities. According to Spica’s team, you
can only manage time if you track it right.
Self-encouragement, the good news is that procrastination can be overcome with self-
motivation. Self-motivation is the ability to motivate oneself to act towards a goal,
despite the challenges and obstacles that may arise. Motivation is one of the many things
that keep us going and let us continue to strive for our dreams. It comes in many forms
and can be made from anything that we wish. The key thing that motivates you as what
motivates one person may not necessarily motivate another. Motivation can also be a
major weapon we can arm ourselves with to battle procrastination and overcome it for
good.
“unahon jd nakong ano, mag set jd kog goals, mag set jd kog time ug unahon jd nako ang
dapat unahon tapos di nako mag procrastinate.” (I’ll set goals, set time and I’ll do first
what is needed then I won’t procrastinate). IDI-S5-PQ 3.3
Participant 5 shows how to deal with procrastination. It gives a process in which how you
can deal or prevent with procrastination. Self-efficacy is a person’s belief in their ability
to perform the actions needed to achieve their goals. Self-encouragement is essential in
overcoming procrastination because it empowers individuals to take action and overcome

34
inertia. According to Mark twain, “Never put off till tomorrow what may be done day
after tomorrow just as well.”
Lessons and insights on Modular Learning of Physical Education Students
The diverse experiences of deferred students have provided different insights and
lessons. These insights and lessons have been carefully considered and grouped into
recurring themes. These realizations and enlightenment are: Break down tasks into
manageable chunks and set specific goals and deadlines. Overcoming academic
procrastination requires resilience. Students learn that setbacks and occasional relapses
are part of the process. By adopting a growth mindset and viewing procrastination as a
temporary hurdle rather than a permanent trait, students develop resilience and
perseverance. They realize that each setback provides an opportunity for growth and
learning, ultimately enabling them to overcome procrastination more effectively.
Lessons or insights.
Lessons and insights are the integrated reflections of participants quest to
experience academic procrastination. These lessons contain insights and reflections
brought to you by the effects of academic procrastination. These themes include how
deferring academic performance has increased awareness of its importance, created

35
opportunities for accountability, and improved self-motivation. All lessons and insights
are derived from the participants' real-life experiences and how they conquer challenges
in overcoming academic procrastination.
Lessons and Insights of Academic procrastination
Break task into Set specific goals and

manageable parts deadline
Figure 3. Lessons and Insights of Students on Physical Education SLMs
Break tasks into manageable parts, Academic procrastination is a common
challenge faced by students, and breaking tasks into manageable parts can be an effective
strategy to overcome this tendency. By dividing larger assignments or projects into
smaller, more achievable tasks, students can reduce feelings of overwhelm and increase
their productivity. Here, we will discuss the importance and benefits of breaking tasks
into manageable parts when dealing with academic procrastination.

36
"ahm ano is kung dili makaya humanon diritso is gamay gamayon like today humanon
nmo gamay then other day gamay napd until magamay na siya then mahuman na nmo"
(if you can't do it immediately then break it to a small manageable parts, like for example
to day you'll do a small part then the other day also until you're done with it). IDI-S6-PQ
2.2
The sentence suggests breaking a task into smaller, manageable parts and
completing them gradually over time. Instead of trying to complete the entire task in one
go, the approach is to work on a small portion of the task each day until the entire task is
finished. This strategy helps make the task less overwhelming and allows for consistent
progress until completion.
Set specific goals and deadline, A success goal is a specific goal, a goal that incorporates
an action plan outlining how you will achieve the goal and a performance measure that
tells you whether you were successful or not. Setting specific goals and deadlines in
academic work is crucial to combating procrastination. Specific goals provide clarity and
direction, allowing you to focus on what needs to be accomplished. Deadlines create a
sense of urgency, motivating you to prioritize tasks and manage time effectively. They
also promote accountability, as they establish clear expectations for completion. Setting
specific goals and deadlines helps with planning and organization, breaking down larger
tasks into manageable steps. Additionally, they enable progress tracking, boosting
motivation and providing a sense of accomplishment. By implementing specific goals
and deadlines, you can overcome academic procrastination and enhance productivity.
37
“ Effective study habits kay kanang mag set sakog plan mag plan ahead ko sakong mga
activities o buhatonon sa eskwelahan kay aron nako mabuhat tanan” (My effective study
habits is I’ll set a plan and plan ahead on my activities or school works so I can do
everything). IDI-S5-PQ 3.3
Participant 6 said to have effective study habit she plans ahead her schoolworks.
Students set specific goals and deadlines in academics to enhance their performance and
achieve success. Specific goals provide clarity and direction, helping students prioritize
their tasks and focus their efforts. They act as a roadmap, guiding students towards their
desired outcomes. Deadlines create a sense of urgency and accountability, pushing
students to manage their time effectively and avoid procrastination. By setting specific
goals, students can measure their progress, track their achievements, and stay motivated.
Goals and deadlines also promote discipline, organization, and efficient planning,
allowing students to break down complex tasks into manageable steps. Ultimately, setting
specific goals and deadlines empowers students to maximize their academic potential and
accomplish their objectives.
CHAPTER 4
Implications and Future Directions

38
The implications drawn from the study's findings are covered in this chapter. This
chapter also offers a succinct overview, followed by implications pertaining to Academic
Procrastination.
The purpose of this study was to elucidate the experiences of students who
procrastinated academically. The specific objective is to describe senior high school
students' real-life experiences, coping strategies, and insights regarding academic
procrastination. To achieve these goals, this study exhausted the phenomenological
approach. Researchers used purposive sampling to identify six interviewees for this
study. They are high school students from Sto. Niño National High School. Additionally,
researchers used informed consent to comply with ethical standards. Data collection was
performed using a researcher-created interview guide. In this study, we analyzed the data
using thematic analysis.
Based on the analysis of the data, the following analyzes are made
The real-life experiences of students who procrastinate school tend to be skewed
toward distractions, poor time management skills, and stress. Distraction act around the
idea that academic procrastination gives students the opportunity to fully master
distractions. This implies that every student has access to the allocation of interruptions.
Students must complete assignments and activities on their own, awakening Academic
Procrastination by Teaching Concentration. Meanwhile, poor time management skills iso
ne of the downsides of procrastination in school. Poor time management can have a

39
significant impact on academic performance and can lead to procrastination, especially in
any subject. Another defect of procrastinating schoolwork is that it can be stressful. As
mentioned earlier, students experience a lot of stress from procrastinating on their
studies.
Senior high school coping strategies for academic procrastination include time
management and self-encouragement. Participants seem to agree on time management,
Students learned to manage their time effectively. This way you won't feel overwhelmed
with too many activities to complete. The participants also showed a sense of self-
encouragement. They emphasized how they motivated themselves. This is largely due to
the procrastinating nature of academic work, in which learners are able to complete
assignments with minimal.
Lessons and insights provide opportunities to break down tasks into manageable
parts and increase awareness of setting specific goals and deadlines. Breaking down tasks
into manageable part and setting specific goals and deadlines paves the way for learners
to develop a sense of responsibility. This is possible because students are able to self-
regulate and take sole responsibility for their studies.
Implications
Based on the study's findings, the following conclusions are drawn:
From the procrastinators' personal experiences, there is much to ponder. Whether they
delay or not, how students manage their time has a major impact on how well they
succeed academically. If students don't value time management, it may hinder their
40
academic performance but will likely have a negative impact on their success in other
undertakings. The ability to manage one's time well is a valuable life skill. It is crucial for
teachers to take advantage of any opportunity to teach this ability to their students
through any available medium. Students will be less likely to put things off as a result.
Future Directions
Future directions have been determined based on the implications and are given in
this section. The researcher must rely on the findings of this investigation. In turn, this
will enable them to design coursework that gives students skills—more significantly, life
skills. Researchers must work hard to get students to finish their work on time. In this
method, the lesson will engage the students. Learning thus acquires significance. It's
important to strike a balance between personal and academic obligations. This will allow
for a more holistic approach to schooling in general. In order to combat procrastination,
students must create more tactics. This allows students to do their homework and turn it
in by the deadline specified by the teacher, even when they are remotely interacting with
other duties.
References
Mecmack Nartea et al. (2020). Academic procrastination is a common self-perceived problem
that causes students' academic performance to suffer, as well as increased stress and a lower
41
perceived value of life. From https://www.scribd.com/document/588243189/Avogadro-
Chapter-12-Group-3#
Olea & Olea (2015). Moreover, the result shows that there is significant relationship was
established between the level of procrastination and the gender of the student respondents.
From
https://www.researchgate.net/publication/348906297_Perceptiveness_and_Sense_Impressio
n_of_Procrastination_across_Correlates
Marge & Urbiztondo (2018). In their lessons, students are searching for a sense of purpose,
enthusiasm, and inspiration. From https://www.scribd.com/document/588243189/Avogadro-
Chapter-12-Group-3#
Ocak & Boyraz (2016). Students' procrastination tendencies in academic work are often
indecisive, according to the findings, and their time management abilities are in the
middle range. From https://www.scribd.com/document/588243189/Avogadro-Chapter-
12-Group-3#
Cherry (2020) Furthermore, most studies have shown that procrastination is regularly associated
to a variety of maladaptive cognitions and actions that might deplete an individual's
productive life. From https://www.scribd.com/document/588243189/Avogadro-Chapter-
12-Group-3#
Klingsieck (2013, 26). Procrastination may be defined as ‘the voluntary delay of an intended and
necessary and/or [personally] important activity, despite expecting potential negative

42
consequences that outweigh the positive consequences of the delay. From
https://link.springer.com/article/10.1007/s11218-021-09621-2
Klingsieck (2013). Typical for procrastination is that it is irrational, not imposed by external
matters, and is often accompanied by subjective discomfort and negative consequences.
From https://link.springer.com/article/10.1007/s11218-021-09621-2#ref-CR45
Mohammadi Bytamar et al., (2017) Students who procrastinate are more likely to experience
depression and social anxiety than students who don’t procrastinate. From
https://www.frontiersin.org/articles/10.3389/fpsyg.2020.524588/full#B37
(Ryan and Deci, 2017; Valenzuela et al.,2020) Self-regulation has been well studied with Self-
Determination Theory. From
De Meyer et al., (2016). On the other hand, controlling teaching style – by frustrating the
satisfaction of psychological needs – can have adverse consequences for students, such as
resistance to learning or not paying attention to teachers. From
(Lindblom-Ylänne et al., 2015; Klingsieck, 2013). The motivational- volitional perspective is
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https://link.springer.com/article/10.1007/s11218-021-09621-2
43
Klingsieck (2013).The situational perspective, on the other hand, focuses on procrastination
evoked by situational features, such as the perceived difficulty of the task. From https://d-
nb.info/1233084968/34
Pepper et al. (2013). The full theory is particularly useful to test deviations from the rational
model, such as in the efficacy of long-term incentive plan where Pepper et al. (2013)
found that the way “senior executives assess probabilities and value is significantly
affected by risk aver-sion, time discounting and uncertainty aversion” (p. 48). From
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5891720/
(e.g. Fernie et al. 2014). From earlier research that has developed questionnaires, a frequently
identified limitation is a failure to control for participants’ previous (or current) exposure
to psychological therapies and how this may impact on responses to items in
questionnaires. From https://www.frontiersin.org/articles/10.3389/fpsyg.2022.932838/full
(Fine and Hallett 2014; Lichterman and Isaac Reed 2014; Katz 2015). Others contend that
qualitative research is particularly well suited both to identify causality and to uncover
fine descriptive distinctions. From https://link.springer.com/article/10.1007/s11133-019-
9413-7
Olivia (2016). I will also use triangulation method in order to gain more complete understanding
of the phenomenon being studied. It would make the research findings comprehensive
and well developed. From https://www.scribbr.com/methodology/triangulation/

44
(Rozgonjuk, Kattago and Täht 2018). This is evident in most of the students’ responses.
Procrastination may be exacerbated by technologies such as social media and
smartphones. From https://link.springer.com/article/10.1007/s13278-021-00727-1
Sobhani and Farooq (2018).One of the reasons for the negative consequences of mobile phone
technology is distraction. From
https://www.frontiersin.org/articles/10.3389/fpsyg.2021.612127/full
Mohammadi Bytamar et al. (2017). Students who procrastinate are more likely to experience
depression and social anxiety than students who don’t procrastinate. From
(Deb et al., 2015). This level of coping puts stress on students and limits their academic decision-
making, sometimes leading to maladaptive academic behaviors related to mavoidance.
From https://www.frontiersin.org/articles/10.3389/fpsyg.2020.00841/full
Ziegler and Opdenakker (2018). In this way, students often display behaviors to voluntarily
postpone activities and/or exams, either because others guarantee immediate
achievement, inadequate information processing or fear of failure. From
Moreta et al. (2018) .Procrastination involves the individual in the presence of a sense of guilt
and discom-fort for the very fact of delaying and subsequent relief when the pending
activity is exe-cuted, usually at the ‘last moment’. From
45
Klingsieck (2013). Task aversion increases in unpleasant or unfamiliar environments. Hence,
procrastina-tion can be seen as irrational behavior—delaying some intended course of
action, realiz-ing that it is disadvantageous. From
Sirois and Pychyl (2013). From this perspective, focusing on regulating emotions and prioritizing
the short-term mood repair rather than pursuing goals in the long term, results in failure
in self-regulation and therefore procrastination. From
Kaushar (2013). Emphasizing time also helps to develop cost effective educational policies by
the au-thorities especially at higher education level. From
https://core.ac.uk/reader/234693030
Baothman, Aljefri, Agha, & Khan (2018). Without the development of effective habits, such as
such motivation, metacognition, and self-regulation, students are likely to perform poorly
and find it difficult to improve future performance. From
https://www.researchgate.net/publication/330499613_Impact_of_Time_Management_Be
haviors_on_Undergraduate_Engineering_Students'_Performance
Similarly, Schulte (2014), a journalist, explored feeling overwhelmed in a book, and she
described it as taking on too many of life’s innumerable tasks and responsibilities at the
same time. From https://journals.sagepub.com/doi/10.1177/0894318418807931
The structural transposition from Condon’s (2014) study was that feeling overwhelmed was
“arduous instability arises with disparate involvements as buoyant potentiality sur-faces

46
while calculating enterprises” (p. 220). From
https://journals.sagepub.com/doi/10.1177/0894318418807931
Pascoe et al. (2020). Academic stress can reduce motivation, hinder academic achievement, and
lead to increased college dropout rates.
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.886344/full#:~:text=Academic
%20stress%20can%20reduce%20motivation,et%20al.%2C%202021).
(Reddy et al., 2018; Karyotaki et al., 2020). Stress experienced by college students is multi-
factorial and can be attributed to a varie-ty of contributing factors.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9169886/
Appendix A
Interview guide Questions
PRIMARY QUESTIONS PROBING QUESTIONS
1. What are your reasons to 1.1 Can you pinpoint the main
procrastinate? reasons behind your tendency to
procrastinate?
1.2 Are there any specific triggers or

47
distractions that tend to lead to
procrastination?
1.3 Are there any particular subjects
where you find yourself more
prone to procrastination? If so,
what makes those subjects
challenging?
2. How does people feel when they 2.1 How do you typically feel when
procrastinate? you realize you have
procrastinated on an important
academic assignment or tasks?
Can you describe the emotions or
thoughts that arise?
2.2 How does procrastination affect
your overall mood and well-being
during the academic semester?
2.3 Have you ever experienced
anxiety or stress as a result of
academic procrastination? How
does it impact your ability to
focus and perform effectively?
3. How can you learn to avoid 3.1 What strategies or techniques can
48
procrastination? you employ to break down large
tasks into smaller, more
manageable parts to prevent
feeling overwhelmed?
3.2 How can you develop a clear
understanding of their academic
goals and the importance of
timely task completion to
minimize procrastination?
3.3 How can you develop effective
study habits and routine that
minimize the likelihood of
procrastination?
Interview Transcription for In-Depth Interview (IDI)
Question 1: What are your reasons to procrastinate?

49
Responses
Questions Student 1 Student 2 Student 3 Student 4 Student 5 Student 6
(S1) (S2) (S3) (S4) (S5)

(S6)
RQ1 - What are Usahay Uhm, Wala koy Ang Kanang Ahm... ano
your reasons to kay mag usahay kay energy and reason ma lazy ko out of time
procrastinate? sege kog mag ma nako mag sa isa ka or busy
cellphone procrastina overwhelm procrastina butang
ug kanang te ko kay ko sa te ma tapos
tamadon because trabaho. distract kanang ma
sad ko. kay stress pud ko for stress pud
ug usahay example sa ko sa isa
tamadon cellphone, ka butang
ko or naay tapos wala
kaning sometimes nako'y
usahay ma na gana
pressure matamad
ko sa mga ko.
buhatonon
bantog ipa
unya
nalang
nako sya.
50
PQ1,1 - Can you The main Akoang Wala man Ang akong Akong Ano
pinpoint the main reason jud main koy reason main main sometimes
reasons behind sakoa is reason jud para mag reason reason kay kaning
your tendency to mag sege para mag procrastina lang jud sa mag makagunit
procrastinate? jud kog procrastina te ko pero mag cellphone nako og
cellphone te ko kay kanang procrastina then gusto cellphone
that's why kaning ma gusto nako te ko kay nako sa isa and then
unya overwhelm isahon laziness ka butang suddenly
unyaon na ko sa mga nalang lang jud ug buhaton tamadon
nako ang buhatonon nako ang sa nako tanan nako or
pag buhat unya ma trabaho at cellphone kay arun malimtan
sa mga feel nako the end of pud. dili na sya na nako or
schoolwor ang stress the day ma para ginakalimt
ks. so dili pero ugma. an na nako
nako sya usahay ma ang mga
matarong distract jud buhatunon
ug buhat ko sa
bantog cellphone
gina unya dili
cramming nako maka
nalang tindog
nako sya. hantod sa
magabiiha
51
n na lang
wala pa
jud
nahuman
ang
trabaho.
PQ1.2 - Are there Naa jud Ang akong Once Ang naga Ang Kaning ano
any specific siyay main makalingk trigger distraction most of the
triggers or distraction trigger is od nako sakong jud nako is time is one
distractions that sa akoa pag nag with akong procrastina ang pag of my
tend to lead to because sabay- cellphone tion kay bantay sa reasons is
procrastination? kanang sabay na unya ano lang akong pag- using
tungod sa ang due makatana jud social umangkon cellphone
grabi kay date and w nakog media, ug ang and the
ko kapag gina isa ka kanang cellphone other one
mugamit tambakan video gadget, then mga kaning
sakong mig mga basically naga ano lihokon sa suguon ko
cellphone task so downhill jud sya ba balay nya or trabaho
kay mag gina huna- nana dira kanang ma d dayon then
facebook huna nako dili nako ano nako nako tamadon
sako bago nga maka ang mga mabuhat nako like
ko mag kailangan scape activities akong mga dili nako I
buhat nako siya hantod sa di nako resume ang

52
sakong isahon o either ma sya academics. akong
mga magpaabot lowbat makuan gibuhat.
buhatonon. pako sa akong ang
deadline. cellphone deadline
or
mahadlok
na gyud
maayo na
hapit na
ang
deadline.
PQ1.3 - Are there Uhm Uh, walay Wala may Ah, it Ang Ahm.....ano
any particular sakoa wala ano particular depends particular kaning
subjects where man koy specific subject lang jud sya subject kuan ang
you find yourself nakita na subject pero sa subject sakoa kay reason
more prone to kanang para mas kanang ma kung ma ang PR nako is
procrastination? If kuan prone mag pressure lisodan ko kay prone kaning first
so, what makes sakong procrastina gud sa or kanang jud kay ko of all nitaas
those subjects subject but te if ginahatag makaya ana nga ang
challenging? usahay kanang sa teacher lang. procrastina deadline
lang jud mas more depende tion kay seems
malisdan on like kung unsa mag nitaas man
lang jud essays and ka lisod tinapolan ang

53
nako'g kanang ma ang task so jud ko deadline si
kuan sa research murag ana'g mag prone
mga nga prone ko buhat ug ko sa
schoolwor subject. mag questionna procrastina
ks tungod procrastina ire among te syempre
sa te kung chapter 1 nitaas man
tamadon ra mas lisod ug chapter ang
jud ko. pa ang 2, mao ra. deadline so
task. unya-
unyaon
nalang
nako
hangtod
saka nalang
nako
buhaton
pag duol
nalang ang
deadline
then Mao
Lang.
54
Question 2: How does people feel when they procrastinate?
Responses
(S1) (S2) (S3) (S4) (S5)

(S6)
RQ2- How does So, akong Uhm, I Ako, okay Ma feel Ma Ahm....ano
people feel when ma feel think lang nako ma pressure I'm feel
they usahay is mostly sa normal pressure ko pud ko, guilty or I
procrastinate? kanang mga lang, feel sa mga mao to forgot
wala people nga nako kay deadlines nalang
raman koy naga makaya na nako what
mag procrastina man nako matambak- I'm doing
procrastina te ilahang at the end tambak. Kay sayang
te ko. main of the day ang oras
feeling kay na then
tragic ug mabuhat sayang
kaning nako ang akong oras
kapoy task, sa
kaayo sila normal buhatunon
although lang. og uban
wala kaayo dira instead
sila mag buhat
ginahimo ko sakong
55
kay buhatunon.
kapoyan
lang jud
sila,
ginatamad.
PQ2.1 - How do Uhm I think I Shock, Uhm ma Ang Ahm.....ano
you typically feel usahay mostly feel murag pressure ko emotion syempre
when you realize makarakar ano uh mukalit ug kanang nako ana is first of all
you have a nakog guilty lang kog ma stress kanang naga regret
procrastinated on answer kay kapag kahadlok pud ko ug stress kay then
an important tungod maka kay wala hapit na ko ana ug nasayangan
academic hapit na procrastina ko ang wala mk or ano pod
assignment or ang te ko'g kabantay deadline.. kabalo all of the
tasks? Can you deadline sa kaning sa oras na unsa akong things Kay
describe the mga school main taas na buhaton, syempre
emotions or works. assignment kaayo na mao ra. important
thoughts that ug ang pass tapos task man
arise? thoughts mao to dili then
nako kay nalang akoang
anxiety nako walaon
inig tiwason then naga
mahuman ang procrastina
ba nako o te ko ana
56
mapasa. trabaho. then Mao
Lang.
PQ2.2 - How does Maka I think it I feel Ang Akong Ahm.....ano
procrastination affect sya affects my disappointe overall main okay lang
affect your overall sakong mood d pero mood nako reason kay man kay
mood and well- mood overall is kung ana sa mag makaya
being during the tungod kay kaning ma mahuman well-being cellphone man kay
academic usahay dili feel nako nakog sa then gusto dili man
semester? nako maka nga instead procrastina academic nako sa isa gihapon
kuan sa of being te semester ka butang nako
schoolwor lively kay makomplet kay buhaton mapabayaa
k nako, ma drain kay o nako ang stressful nako tanan n akong
bad mood ko during trabaho, sya pero if kay arun skwela doh
jud ko. the day, ang mahuman dili na sya naga
tibuok gigamit naman ma para procrastina
adlaw nya nako na nako tanan, ugma. te ko pero
akong energy na mawala na mabuhat
well-being humanon sya, okay gihapon
mas ma nako na sya. nako on
less akong akong time arun
productivit trabaho ma submit.
y, so mao dira nako
to sya. magamit sa
57
next task
napud para
dili nako
mag
procrastina
te usab.
PQ2.3 - Have you Ah, sakoa Uhm, me I would not Ang naga Yes, naka Ahm.....ano
ever experienced wala man as I feel say stress ano jud experience so far wala
anxiety or stress ko naka try anxiety pero sakong kog stress pa man ko
as a result of ug anxiety, whenever confidence anxiety is kay kanang naka
academic wala pud nga mag and kanang kanang impact experience
procrastination? syay effect procrastina motivation stress sakoa ana og ingana
How does it sakoa for te ko and it para labaw na kay murag and ang
impact your my affects my mahuman pag unsa wala nako ingana
ability to focus schoolwor focus if na jud hapit na kabalo wala
and perform ks. ano na mas nako ang ipasa, ang unsa akong paman na
effectively? naging trabaho. deadline buhaton ug impact
agitated ko ug kanang maong di akong
usahay and ang focus nako procrastina
dali dalion pud nako kabalo tion sakong
nako siya'g kay unsa academic
buhat so mawal-an sakong so okay
akong unahon,
58
focus kay kog focus. mao ra. lang.
mag bali-
bali sya.
Question 3: How can you learn to avoid procrastination?
Responses
(S1) (S2) (S3) (S4) (S5)

(S6)
RQ3 - How So ang na I learn to Learn... to Ah, to Mag set ka Ahm.......ano
can you learn nako avoid avoid avoid ug like... pag ihatag na
learn to para ma procrastinat procrastinati procrastinat time- diretso ang
avoid avoid ang ion by on pag ion kay mag managemen mga task sa
procrastinat procrastinat setting up hatag ug set kog time t ug unsa amoa then
ion? ion is dapat schedule trabaho managemen imong una buhaton
halimbawa and picking buhaton t ug unahon buhaton ug dayun nako

59
gihatag sya up health dayon nako pud nako para ma dli pod mag
saimo in study habits diritso mao ang dapat flow² na jud unya-unya
that day like kung e na akong jud na sya ba, di Kay basin
pagka ugma dapat main unahon ug naka mag mag lead na
buhaton na kabalo ka strategy naay mga tinapol. og
nimo sya saimong para pag activities procrastinati
para ma mga due human sa ipabuhat. on sako.
avoid ang dates kay e trabaho dira
pag dali² ug schedule na nako mag...
buhat sa nimo sya naa nako'y
mga daan ug dili free time ug
schoolwork nimo sya di nako kag
s and then isabay so worry sa
dili pud ka ang trabaho.
malisdan. imohang
focus kay
dili ma
alternate
between
them.
PQ3.1 - So kanang Ah kaning Ah depende Ah akong Time- Ahm......ano
What ma avoid technique sa task kung strategy na managemen is Kung dili
strategies or nimo ang nga akong naay steps buhaton ana t, buhaton makaya
60
techniques overwhelm gigamit is ang tasks kay unahon nako ang humanon
can you is dapat e kanang kanang for nako ang pinaka lisod diretso is
employ to kuan nimo ginauna example dili lisod ug ang to smaller gamay-
break down saimong nako ang ma proceed sayon² lang then para gamayon like
large tasks sarili nga sayon nga sa next step kay para makuan today
into dapat kana mga task kung dili okay nako nako ang humanon
smaller, sya nga tapos nako sa mga task then nimo ang
more schoolwork ginaiwit buhaton ang activities. relax² na gamay then
manageable s is nako or gins first step, so sya.. the other day
parts to mabuhat sunod nako e focus jud is gamay
prevent dapat nimo ang lisof nako ang napod until
feeling sya. para kaning pinaka una na gamay na
overwhelme dili ko ma nga sya or
d? pressure buhaton, mahuman na
dayon. mao jud na nimo.
akong
humanon
first para
ma proceed
na sa uban,
focus ana sa
step sunod
next napud,
61
dira napud
without
worrying
about the
next steps
by just
focusing the
first step
and current
steps
PQ3.2 - So dapat I think na "Procrastina Ah to E clear Ahm.......ano
How can mag set kag develop sya tion jud ang minimize nako akong kaning
you develop goals and pag problema sa the understandi humanon
a clear mag set kag masabtan mostly sa procrastinat ng like lang dayun
understandi schedule nimo nga mga ion kay e same nako ang
ng of their para ang... I students clear jud saiyaha task dili na
academic saimong mean, ang karun so nako akong para magpadugay-
goals and mga impact sa dapat understandi mabuhat dugay pa
the schoolwork procrastinat kabalo jud ng para ma nako akong para wala na
importance s. ion ka mag ano nako mga para dili na
of timely saimohang manage ug akong goals buhatonon mag lead og
task outputs ug time, pag ka ug para na walay procrastinati
completion ma develop hatag sa masabtan against

62
to minimize nimo sya trabaho pud ang sakoa. on mao lang.
procrastinat pag kaning dapat jud mga ano..."
ion? dili na nimo diritso
gina dayon
unya²ang himoon dili
imong task mag langay²
ug unsaon kay mao jud
nimo pag nay reason
kuan nga magka
saimong dugay ka sa
mga future trabaho mag
plano. patong²imo
ng trabaho
nya
sometimes
karun na
days mga
tao d na
mahadlok
ana...
PQ3.3 - So dapat I think ma Developing To develop Uhm Kaning mag
How can mag set jud develop this habits sakong pag effective set ko og
you develop kag nimo sya for study kay study habits time
63
effective schedule to pag e example...b unahon jud kay mag set management
study habits do your discover y pangitaon nako ang jud ko... lang then
and routine schoolwork nimo ang nimo unsay ano... mag mag plan hinay-
that s. imohang main reason set jud kog ahead ko sa hinayan lang
minimize limit sa pag na naga goals, mag mga nako ang
the himo cause hg set jud kog activities or trabaho dili
likelihood everyday ug distraction time ug mga na paunya-
of task ug pag saimoha unahon jud buhatonon unya para
procrastinat kaning dili tapos mao nako ang nako sa dili na
ion? nimo dali to bantayan dapat skwelahan. makalimtan
dalion... nimo imong unahon ug mao lang.
sarili kung di nako mag
naga engage procrastinat
ka ana na e.
activity
tapos e
avoid jud
nimo mao
na bantayan
jud nimo
imong
sarili.
64
65
.
66
67

GRP 6 Academic Procrastination

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1

Unya na lang, layo pa ang deadline: Academic

Procrastination among SNNHS SHS Learners

A Research Paper Presented

To the faculty of Sto Niño National High School

Practical Research in Daily Life I

PRINCESS CHRISTINA L. ARO

JOSIAH JAY H. ROMERO

Unya na lang, layo pa ang deadline: Academic

Procrastination among SNNHS SHS Learners

A Research Paper Presented

To the faculty of Sto Niño National High School

Practical Research in Daily Life I

PRINCESS CHRISTINA L. ARO

JOSIAH JAY H. ROMERO

We would like to extend our heartfelt appreciation and acknowledgment to the

following individuals who contributed to this group research project:

teamwork were instrumental in accomplishing the research objectives.

Furthermore, we would like to acknowledge the support and assistance provided by

rigor of our research.

research project, and we are sincerely grateful for your support.

ultimate source of knowledge, wisdom, and guidance.

creativity and determination when time is running out.

To the late-night warriors, fueled by caffeine and the adrenaline of impending

strength to persevere and deliver their best efforts.

To the perpetual daydreamers, whose minds wander in a realm of possibilities, forever

knowledge. It acknowledges the multifaceted nature of human creativity and the

unpredictable paths that lead to discovery.

triumphant in the face of academic challenges.

This study aimed to elucidate students' experiences of academic procrastination.

phenomenological approach. Researchers used purposive sampling to identify six

standards. Data collection was performed using a researcher-created interview guide. In

the perspective of self-determination theory and temporal motivation. in this qualitative

procrastination, student coping strategies for academic procrastination, lessons and

insights on academic procrastination. On the one hand, academic procrastination paves

are self-regulating and are solely responsible for their studies.

Purpose of the Study 4

Participants and Sampling 9

Role of the Researcher 11

Trustworthiness of the Study 19

3. Results and Discussion 20

Experiences on Academic Procrastination 21

Students’ Coping strategies on Academic 30

The lessons and insights on Academic 35

4. Implications and Future Directions 37

B, Interview Transcription for In-depth Interview 48

Figures Titles Page

1 Emerging Themes Detailing the Students’ 21

Experiences on Physical Education SLMs

2 Emerging Themes listing the Students’ Coping 30

strategies on Modular Learning in Physical Education

3 Emerging Themes elucidating the lessons and 35

insights on Modular Learning of Physical Education

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

productive moments, we feel satisfied and accomplished.

Procrastination is a common problem for students, which occurs when students

unnecessarily postpone working on school tasks, like studying or writing. It affects

their procrastination. As we go through this study, we’ll discuss why procrastination is

common in senior high school students.

significant differences in procrastination scores between countries or genders.

In the Philippines, a Filipino habit, or what we call procrastination, could have

animpact on a student's academic performance in school. Academic procrastination is a

common self-perceived problem that causes students' academic performance to suffer, as