Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

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

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

the study.

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

Gender

FREQUENCY PERCENTAGE

MALE 119 59.5

FEMALE 81 40.5

TOTAL 200 100

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

three-fifths (59.5%) of the total respondents were male while the remaining two-fifths (40.5%)

were female.

Table 1.2

Grade level

FREQUENCY PERCENTAGE

GRADE 11 100 50.0

 GRADE 12 100 50.0

TOTAL 200 100

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

Half (50%) of the respondents were grade 11 students and the other half (50%) were grade 12

students.

Table 1.3

Academic Performance

FREQUENCY PERCENTAGE

POOR 3 1.5

FAIR 23 11.5

GOOD 111 55.5

VERY GOOD 41 20.5

EXCELLENT 22 11.0

TOTAL 200 100

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

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

(11.5%) and excellent (11%), and the remaining 1.5% have poor academic performance.
Table 2. What is the frequency of academic procrastination among Senior High School

students?

FREQUENCY PERCENTAGE

ALMOST ALWAYS 17 8.5

OFTEN 46 23.0

SOMETIMES 94 47.0

RARELY 37 18.5

ALMOST NEVER 6 3.0

TOTAL 200 100

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

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

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

procrastinate. 8.5% of them almost always procrastinate while the remaining 3% almost never

procrastinate.

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

academic tasks?

FREQUENCY PERCENTAGE

STRONGLY AGREE 44 22.0

 AGREE 115 57.5

NEUTRAL 39 19.5

DISAGREE 2 1.0

TOTAL 200 100

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

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

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

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

achievement?

FREQUENCY PERCENTAGE

STRONGLY AGREE 21 10.5

 AGREE 95 47.5

NEUTRAL 71 35.5

DISAGREE 4 2.0

STRONGLY DISAGREE 3 1.5

TOTAL 200 100

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

influenced their academic achievement. On the other hand, less than two-fifths (35.5%)

answered “neutral” while one-tenths (10.5%) strongly agreed. The remaining 2% and 1.5%

disagreed and strongly disagreed, respectively.

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

procrastination among Senior High School ?

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

the respondents acknowledged that they occasionally procrastinate, it's critical to comprehend the

motivations behind this behavior. Workshops or counseling sessions may be used as

interventions to assist students in identifying and overcoming factors that lead to procrastination.

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

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

support networks, including peer mentorship programs or academic advisors, to help them

remain on track and efficiently manage their workload.

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

sided approach that tackles the root causes of the behavior while encouraging efficient time

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