INTRODUCTION
BACKGROUND OF THE STUDY
Procrastination can be defined as purposely deferring a particular task to a later
time, which may be result in some negative effects such as increasing stress to
individuals. Procrastination is certainly not a new phenomenon. It has existed for much of
history and continues to thrive in the modern era. The problem of procrastination affects
everyone in the general population and it does not matter if you are adults or teenagers.
Besides that, most researches have been indicated that procrastination is consistently
linked to various maladaptive cognitions and behaviors which can consume individuals’
productive life (Yun, 2013).
It is necessary to conduct this study to help students cope up with procrastination
because it can cause some negative effects in a student’s education, behavior, and way
of life (Letham, 2001).
According to Reda (2015), Education is essential due to the fact that it is the key
to success and the leading us to survive in this world. On the other hand, student’s
conduct can affect their life and how they deal with things. Therefore, the researchers are
determined to conduct and find solutions for this problem.
In the present study, adult samples from the United States (122 women, 85 men),
United Kingdom (143 women, 96 men), and Australia (124 women, 90 men) completed
reliable and valid self-report measures of arousal procrastination (delays motivated by a
"last-minute" thrill experience) and avoidant procrastination (delays related to fears of
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failure or success). Both men and women from the United Kingdom reported higher rates
of arousal and avoidance procrastination compared to adults from the United States and
Australia (Ferrari, 2005).
However, when both procrastination types were separated statistically into "pure
types" there were no significant differences across countries: 11.5% of adults selfidentified as arousal procrastinators, and 9.9% of adults as avoidant procrastinators.
Results indicated that chronic procrastination prevalence is common among westernized,
individualistic, English-speaking countries; further epidemiological cross-cultural studies
are needed (Ferrari, 2005).
It has been estimated that procrastination frequent delays in starting and/or
completing tasks to deadline: Ferrari, Johnson, & McCown, 1995 is common by around
70% of college students for academic-specific tasks yet as high as 20% among normal
adult men and women for every day, daily life events such as paying bills and planning
for personal health issues while it seems that procrastination rates decrease with age,
Ferrari proposed that these rates reflect different forms of procrastination, with the former
example of situational-specific task delays and the latter indicative of chronic,
dispositional delay behavior patterns (Ferrari, 2005).
According to Balucos (2008), the first business manager of the Mindanao News
and Information Cooperative Center, left to pursue law school. He said that it is
procrastination. This habit blurs our sight on available opportunities. To be deprived of
opportunities is not good. But what is worse is to overlook existing opportunities and fail
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to make the most of them by procrastinating. At the end of the day, what counts most is
one`s ability to appreciate his blessings.
According to Miranda (2003) in the Philippine history, there is an analysis
assuming procrastination to be the dominant way of life in this country. The main reason
is the Philippines has common people as well as the authorities tend to avoid any serious
confrontation with their objective challenges of poverty, criminality, corruption and
systemic oligarchy. Settling for paper resolutions that rhetorically address these concerns,
ordinary Filipinos postpone their day of reckoning, moving from one day to the next with
false hopes that their nation condition would improve. For them, procrastination is the
inevitable consequence of a long history of their popular marginalization of being
systematically political disempowered that has left them with little sense of efficacy in
political life.
It is crucial to have this study in order for the students to be responsible enough to
handle procrastination on their own while they are in school. Procrastination can greatly
affect our lives; this may cause positive or negative effects depending on one’s response.
This study covers the grade 9 students of Jose Maria College. The researchers decided
to cover the whole grade 9 sections since procrastination is out of control in this level due
to tons of assignments, projects and daily works to do.
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OBJECTIVES OF THE STUDY
General Objective
This study aims to determine the level of procrastination rate and academic
performance of the Grade 9 students of the Jose Maria College S.Y. 2016-2017.
Specific Objectives
This study aims to attain the following:
 Determine the rate of procrastination in Grade 9 students.
 Determine the level of academic performance in Grade 9 students.
 Give helpful recommendations to students in dealing with procrastination
management.
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STATEMENT OF THE PROBLEM
This study aims to answer the following questions:
1. What is the rate of procrastination of the Grade 9 students in terms of:
1.a Section
1.b Gender
2. What is the level of academic performance of the Grade 9 students in
terms of:
2.a Section
2.b Gender
3. Is there a significant relationship between procrastination rate and level
of academic performance of Grade 9 students in terms of:
3.a Section
3.b Gender
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HYPOTHESIS
We firstly investigate the relationship between procrastination and the final grade
obtained by Grade 9 students. The idea is that students who procrastinate devote less
time and effort to studying activities (postponing costly activities in proximity of deadlines)
and, as a consequence, obtain a worse performance.
The Grade 9 students of the Jose Maria College have high average of
procrastination. According to Ellis and Knaus (1977), they found that the number of
students who procrastinate at some point approaches 95%, while Solomon and
Rothblum (1984) estimated that at least half of all students consistently and
problematically procrastinate. It was also determined that procrastination is related not
only to higher stress and poorer coping strategies, but also to avoidance behaviors.
The Grade 9 students of the Jose Maria College have below average of Academic
Performance. According to Lakshminarayan (2012), it indicates that procrastination has
been associated with poor academic achievement. Unfortunately, it also has been
connected with numerous negative outcomes including neuroticism, depression, anxiety,
impulsivity, aversiveness, task delay, low self-efficacy and conscientiousness.
The rate of procrastination and academic performance of the Grade 9 students
has significant relationship as well as across genders. Corresponding to Elsevier (2015),
the findings in the relationship between procrastination and academic performance are
inconsistent. Their relationship was influenced by the choice of measures. The
demographic characteristic of their respondents in individual studies also affected the
observed relationship.
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DEFINITION OF TERMS
 Academic Performance - It is the outcome of education or the extent to which a
student, teacher or institution has achieved their educational goals.
 Arousal – It is to stir action or strong response.
 Avoidant – It is relating to or denoting a type of personality or behavior
characterized by the avoidance of intimacy or social interaction.
 Chronic – persisting for a long time or constantly recurring.
 Cognition – Mental action or process of acquiring knowledge and understanding
through thought, experience, and the sense.
 Confrontation- Unfriendly or argument meeting or situation between opposing
parties.
 Education – It
is the process of facilitating learning, or the acquisition
of knowledge, skills, values, beliefs, and habits.
 Empirical - originating in or based on observation or experience.
 Dallied - to act or move slowly
 Deprived – Suffering a severe and damaging lack of basic material and cultural
benefits.
 Dominant – Most important, powerful, or influential.
 Indicative – Serving as a sign or indication of something.
 Maladaptive – It is not improving appropriate adjustment to the environment or
situation.
 Mañana – In the indefinite future. Used to indicate procrastination.
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 Marginalization – Treatment of a person, group, or concept as significant or
peripheral.
 Native - constituting the original substance or source.
 Prevalence – The fact or condition of being prevalent.
 Procrastination - It is the avoidance of doing a task that needs to be
accomplished.
 Psychological Construct - an idea that depends on the intelligence or
knowledge, emotions, personality and mood.
 Repercussions - an unintended consequence occurring sometime after an event
or action, especially an unwelcome one.
 Rhetorically – Speeches that intended to impress or persuade.
 Self-Report – Provide details about one’s circumstance, typically one’s medical or
psychological condition.
 Theoretical - concerned with or involving the theory of a subject or area of study
rather than its practical application.
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REVIEW OF RELATED LITERATURE
Procrastination is prevalent among students today and has become a hindrance
to positive academic achievements. People experience the effects of wasting time and
not meeting deadlines is devastating at both the business and personal levels.
Procrastination may result in stress, a sense of guilt and crisis, severe loss of personal
productivity, as well as business and social disapproval for not meeting responsibilities or
commitments. These feelings can combine and may create further procrastination
(Dobson, 2010).
Academic achievement or Academic Performance is the outcome of education in
which the extent to which a student, teacher or institution has achieved their educational
goals. It is commonly measured by examinations or continuous assessment. Individual
differences
in
academic
performance
have
been
linked
to
differences
in intelligence and personality (Stumm, 2011).
Academic procrastination has been prevalent despite the ethnic backgrounds or
the gender of individuals. There has been previous research indicating that academic
procrastination has resulted in lower academic achievements. Additionally, a significant
difference was found in procrastination behaviors across genders whereby males were
predicted to procrastinate more than females when in regards to academic tasks (Oster,
2003).
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Moreover, a significant difference was found between gender and procrastination
that was viewed in terms of individual locus of control. When in regards to their academic
achievements, males were found to procrastinate more than females on several aspects
especially academic tasks delays (Yong, 2010).
Academic procrastination can lead to the failure of achievement of academic
goals on destined time which results in the development of psychological distress in
individuals. According to Wolter (2003), He found a correlation between procrastination
and work avoidant goal orientation of students. He studied that procrastination behavior
decreases as the age increases.
Hussain and Sultan (2010) analyzed the relationship between procrastination
and learning of university students. Results indicated that procrastination has an impact
on the academic performance, student’s learning, contribution in activities, preparation
of assignments and examinations. Procrastination is caused by work load and
inappropriate time management (khan, 2014).
Procrastination was also determined that procrastination is related not only to
higher stress and poorer coping strategies, but also to avoidance behaviors. According
to Balucos (2008), procrastination habit blurs our sight on available opportunities. To be
deprived of opportunities is not good. But what is worse is to overlook existing
opportunities and fail to make the most of them by procrastinating. The empirical and
theoretical foundations of procrastination research are less well established than those of
other psychological constructs, even though procrastination is common and can lead to
stress and illness.
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According to Savithri (2014), Studies have also focused besides the loss of time,
on various psychological and mental disorders caused due to procrastination. Low selfrespect, anxiety, stress and depression are among these disorders. Their study focuses
on the effect of academic procrastination on the overall academic performance. Also, their
study intends to understand the relationship between academic procrastination and
academic performance and their effect on students’ overall satisfaction of college life.
Hammer and Ferrari (2002) found as many as 20% of adults experience chronic
procrastination for everyday tasks, while the rate for problematic academic
procrastination among undergraduates is estimated to be at least 70–95%, with estimates
of chronic or severe procrastination among undergraduates between 20% and 30%.
(Steel, 2007).
Procrastination is clearly the manana habit we inherited from our conqueror
centuries ago. In reality, procrastination is a thief of time. Time is the only asset in this
world that all of us can lose and never regain. By procrastinating, a person is in effect
wasting and killing this very wonderful asset: TIME. The problem is ‘later’ usually ends
up as “never.” At the end of the day, procrastination poses serious repercussions not only
to the person procrastinating but also the other people affected by the act of
procrastination, whether directly or indirectly (Administrator, 2013).
In spite of the increasing pace of procrastination research, numerous questions
remain about procrastination and the people for whom procrastination is a problem. In
this article, they explore some of the motivation correlates and academic costs of those
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for whom “the uncompleted task” has great impact—undergraduate procrastinators.
(Klassen, 2007).
According to Klassen (2007), in science direct, this article states that people who
procrastinate are not lazy, and there is a big difference between laziness and
procrastination. Procrastinators aspire to get things done, and put them off to do another
task, while lazy people prefer doing nothing useful at all. Procrastinators will eventually
get the task done, but are just putting it off for another time.
Studies have been conducted in universities, and it seems that procrastination in
students “is related to lower levels of self-regulation, academic self-efficacy, and selfesteem, and is associated with higher levels of anxiety, stress, and illness.” Thus,
procrastination is more prevalent in people who have anxiety, illness, or are stressed
(Klassen, 2007).
According to Sujit et al (2012), “better time management skills, precludes
‘cramming’ for examinations at the last minute and can result in diminished anxiety and
improved academic performance.” It is very important to identify such students and make
them aware of the negative impact of procrastination on their academic performance.
According to Klassen (2008), In Canada, He found that students with lower selfesteem and ability to self-regulate had lower GPA’s, and procrastinated more. Reverse
causation is a possibility in their study. For example, it is possible that procrastination
causes the low self-esteem, and therefore the bad GPA. Or, the low self-esteem could
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cause the student to procrastinate (due to depression or sadness), which leads to a bad
GPA.
The problem of procrastination affects everyone in the general population and it
doesn’t matter if you are adults or teenagers. Besides that, most researches have been
indicated that procrastination consistently linked to various. In daily lives, procrastination
is not an unusual circumstance if someone involved in it occasionally (Ferrari, 2010).
According to Jaffe (2013), Procrastination is a common phenomenon in
elementary schools, secondary schools and even university level. In other words, most
of the students today prefer to carry out their school duties in last minute. They seem
adept at procrastination. This unique form of procrastination is known as academic
procrastination, which is a highlighted issue in recent years. Countless investigations
have been reported that academic procrastination is highly frequent among student
population, especially for college or university students. They often postpone completing
their academic reports and assignments until the last minute. Recently, most students are
encountered with a lot of behavioral habits that act as an impediment to academic
achievement.
Some of them seem to be involved in procrastination consistently regardless of its
consequences. In addition, a vast collection of studies suggested that procrastination can
be detrimental for individuals and also brings a lot of deleterious effects to students’
academic progress. Although many researchers indicated that procrastination brings a lot
of negative side effects to individuals. It is worth to deserve for further exploration (Jaffe,
2013).
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According to Yun (2013), Guide for the students are expected to take initiative in
their schooling, such as planning their own schedule, attending lecture classes,
completing assignments, and involving in academic workshops. Therefore, most
university students are struggling in various stressors in new study environment
compared to the periods of elementary and secondary level. Unsurprisingly, the shift in
the learning environment creates more opportunities for procrastination among the
student population.
However, the pattern of parenting is directly influenced on their children’s and
youth’s thinking and behaviors throughout whole life. For instance, individuals who are
particularly prone to serious procrastination are the children that grew up in highdemanding and less-supportive home environment (Yun, 2013).
Furthermore, there are timeless questions to discover how both variables
influenced to each another. As the study done by Farran (2004) and Kassen at al. (2008),
they found that academic self- efficacies are the most predictor for procrastination in the
student population. Self-efficacy is associated with one’s self-esteem level. In particular,
students with high self-efficacy reported in high self-esteem. And, these students reported
involve less in procrastination (Yun, 2013).
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The best way to beat procrastination is to focus on the possible outcome it could
have. Procrastination is proven to lower GPA’s, so the best way to get higher grades is
to get the important things, like homework and studying, done first, and go out with friends
and enjoyable things after (Klassen, 2008).
According to Potdar (2011), Students who were considered high procrastinators
performed below average in their academics, whereas low procrastinators scored
average or above average in their academic performance which implies that there is a
significant relationship between procrastination and academic performance.
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METHODOLOGY
Research Respondents and Locale
The study was conducted in Jose Maria College located at Philippine-Japan
Friendship Highway, Sasa, Davao City.
The survey was conducted among 72 respondents who are students of
Jose Maria College. The respondents are those who are officially enrolled as
Grade 9, Junior High students.
Research Procedures
The study was conducted by the researcher through the following procedure
listed below:
1. The researchers chose a topic and respondents of the study.
2. They wrote a letter addressed to the Principal to allow them to conduct
a survey.
3. They came up with a survey questionnaire/instrument.
4. They conducted a survey to the respondents.
5. Collected and organized the surveys given by the respondents.
6. They tallied the survey results.
7. They analyzed and evaluated the survey results.
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RESULTS
The data presented in this section are derived from the survey results.
Table 1.a Procrastination Rate of Grade 9 Students per Section
SECTION
MEAN
PERCENTAGE
DESCRIPTION
AEROS
3.12
62.6%
Below Average
EURUS
2.86
57.2%
Below Average
Over-all
2.99
59.9%
Below Average
(see appendices for graph 1.a)
Table 1.a shows the procrastination rate of Grade 9 students when analyzed by
section. There are three levels in the parameter which are above average. average, and
below average. The first column shows the mean, followed by the percentage and lastly
the description.
In section Aeros, the mean of their procrastination level is 3.12 with a percentage
of 62.6%, showing that their procrastination rate is below average. Furthermore, in
section Eurus, the mean of their procrastination level is 2.86 with a percentage of
57.2%, showing that their procrastination rate is below average.
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Table 1.b Procrastination Rate of Grade 9 Students per Gender
GENDER
MEAN
PERCENTAGE
DESCRIPTION
FEMALE
2.79
55.8%
Below Average
MALE
3.01
60.2%
Below Average
Over-all
2.90
58%
Below Average
(see appendices for graph 1.b)
Table 1.b shows the procrastination rate of Grade 9 students when analyzed by
gender. There are three levels in the parameter which are above average. average, and
below average. The first column shows the mean, followed by the percentage and lastly
the description.
Among the female respondents, their standard procrastination rate is 2.79 with a
percentage of 55.8%, which shows that their level of procrastination is below average.
Among the male respondents, their standard procrastination rate is 3.01 with a
percentage of 60.2%, which shows that their level of procrastination is also below
average.
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Table 2.a. Academic Performance of Grade 9 Students per Section
SECTION
AVERAGE
DESCRIPTION
AEROS
82.620
Average
EURUS
86.162
Average
Over-all
84.39%
Average
(see appendices for graph 2.a)
Table 2.a shows the academic performance of Grade 9 students when analyzed
by section. There are three levels in the parameter which are above average. average,
and below average. The first column shows the mean, and the second column shows the
description.
In section Aeros, the level of their academic performance is below average
with a mean of 82.620. Meanwhile, in section Eurus, their level of their academic
performance is average with a mean of 86.162.
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Table 2.b. Academic Performance of Grade 9 Students per Gender
GENDER
AVERAGE
DESCRIPTION
FEMALE
87.120
AVERAGE
MALE
81.453
AVERAGE
(see appendices for graph 2.b)
Table 2.b shows the academic performance of Grade 9 students when analyzed
by gender. There are three levels in the parameter which are above average. average,
and below average. The first column shows the average, and the second column shows
the description.
Among the female respondents, the level of their academic performance is
average with a mean of 87.120. Meanwhile, in the male respondents, their level of their
academic performance is below average with a mean of 81.453.
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Table 3.a Significant Relationship between Procrastination rate and level of
Academic Performance of Grade 9 Students in terms of Section.
RANK BY
PROCRASTINATION
ACADEMIC
PERFORMANCE
AVERAGE
RANK BY
ACADEMIC
PERFORMANCE
SECTION
PROCRATINATION
MEAN
PROCRASTINATION
PERCENTAGE
AEROS
3.12
62.6%
1
82.620
2
EURUS
2.86
57.2%
2
86.162
1
This table 3.a shows that among the both sections, Aeros got the first rank of
procrastination, on the other hand, they got the least rank in academic performance.
Meanwhile, Eurus got the least rank of procrastination, on the contrary, they got the
highest rank in academic performance.
In cooperation, Aeros and Eurus showed a relative moderate effect of
procrastination to their academic performance. It presented that there is a significant
difference on their academic performance when exposed to procrastination problem.
Thus, procrastination could be inferred that when academic performance
increases procrastination rate decreases. Consequently, the Grade 9 students
corresponding to their section are procrastinating moderately, though sometimes they
can be still be affected by procrastination.
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Table 3.b Significant Relationship between Procrastination rate and level of
Academic Performance of Grade 9 Students in terms of Gender.
GENDER
PROCRASTINATION
MEAN
PROCRASTINATION
PERCENTAGE
RANK BY
PROCRASTINATION
ACADEMIC
PERFORMANCE
AVERAGE
RANK BY
ACADEMIC
PERFORMANCE
FEMALE
2.79
55.8%
2
87.120
1
MALE
3.01
60.2%
1
81.453
2
Table 3.b shows that when it comes to gender, Female got the least rank of
procrastination, on the other hand, they got the highest rank in academic performance
while male got the highest rank of procrastination, on the contrary, they got the least rank
in academic performance.
In cooperation, Female and Male showed a relative moderate effect of
procrastination to their academic performance. It presented that there is a significant
difference on their academic performance when exposed to procrastination problem.
Thus, procrastination could be inferred that when academic performance
increases procrastination rate decreases. Consequently, the Grade 9 students according
to their gender are procrastinating moderately, though sometimes they can be still be
affected by procrastination.
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DISCUSSION
GENERAL DISCUSSION
The results of the survey reflect the procrastination rate, academic performance
and the significant relationship between the procrastination rate and level of academic
performance among Grade 9 students of Jose Maria College.
Based on the survey results, the procrastination rate among Grade 9 students is
below average according to their section and gender. This implies that most of the
students are doing less procrastination which means that they are well disciplined and
are doing great in managing their time wisely.
Moreover, the level of academic performance among Grade 9 students is in
average level according to their section and gender. This implies that most of the students
are consciously anticipating things early and are academically inclined in the sense that
they are doing their tasks well.
Hence, the relationship among procrastination rate and level of academic
performance signifies that procrastination moderately affect the academic performance
of Grade 9 students according to their section and gender. It implicates that students tend
to delay tasks sometimes but tried hard to do well in school.
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FINDINGS
The results are tabulated and totaled. The research findings are as follows:
1.a Both sections experience below average level of procrastination.
1.b Both genders experience below average level of procrastination.
2.a The level of academic performances of both sections are average.
2.b The level of academic performances of both genders are average.
3.a The procrastination rate moderately affect the academic performance of the
Grade 9 students in terms of section. That is the significant relationship of
procrastination and academic performance.
3.b The procrastination rate moderately affect the academic performance of the
Grade 9 students in terms of gender. That is the significant relationship of
procrastination and academic performance.
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RECOMMENDATION
Procrastinators may stop procrastinating if they understand its causes,
misconception, and people prevention. People can easily get distracted by the causes
and it comes from the environment such as technology and unrelated work. People have
to understand the misconceptions of advantages, reduction of stress levels and fear of
failures. They can learn how to prevent this acting from taking knowledge from schools
and internet. (Hua, 2012)
The following recommendations are proposed by the researchers according to the
results of this research:
The institution may:

Create activities that can boost the students’ academic performances.

Provide an appropriate learning environment such as the use of modern
technology to inspire the students to increase their academic performance.
The students may:

Students may create a time table for their study schedules to improve their
academic performance.

Set their own academic goals and develop strategies to meet their goals.
The teachers may:

Improve their teaching and learning strategies and skills to enhance the learnings
of their students.
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CONCLUSION
In summary, as the statement of the problem is answered, procrastination do have
significant effect on student’s academic performance. The numbers are clear and it shows
their procrastination problems negatively affects student’s academic performance in
some cases.
From the result shown, Grade 9 students are concentrating in their academic
performance. Moreover, the most common cause of procrastination is doing a lot of works
in a day that leads them to procrastinate since they are stress.
The levels of academic performance of the section Eurus is mostly satisfactory,
indicating that most students are doing well in their studies. However, section Aeros
needs an improvement.
The hypothesis stated earlier that procrastination have a significant relationship to
academic performance. This proven to be true for the results signify that procrastination
moderately affect the academic performance of section Aeros and Eurus students.
Individuals with above average and average academic performance had lower
scores of procrastinations (Potdar, 2011) Thus, the rate of procrastination of the grade 9
students and academic performance has significant relationship but still there is a need
to explore such areas of procrastination behavior which influences the academic settings.
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Appendices
Graphs
Graph 1.a
PROCRASTINATION RATE PER SECTION
64,00%
63,00%
62,00%
61,00%
60,00%
59,00%
Percentage
58,00%
57,00%
56,00%
55,00%
54,00%
Aeros
Eurus
Graph 1.b
PROCRASTINATION RATE PER GENDER
61,00%
60,00%
59,00%
58,00%
57,00%
Percentage
56,00%
55,00%
54,00%
53,00%
Female
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Male
Graph 2.a
ACADEMIC PERFORMANCE PER
SECTION
87
86
85
84
Average
83
82
81
80
Aeros
Eurus
Graph 2.b
ACADEMIC PERFORMACE PER GENDER
88
87
86
85
84
83
Average
82
81
80
79
78
Female
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Male
(Survey Questionnaire)
Procrastination Satisfactory Survey
Direction: In connection with our study regarding Procrastination Rate and Academic
Performance of the Grade 9 Students of Jose Maria College, please fill up this
survey form honestly and answer each question as accurately as possible. If you don’t
understand a question, answer it as much as you can and note your question(s) in the
margin. Your answers will be kept confidential and will not affect your status as a
student of our institution. This will be a great help for our Research Paper that will
serve as our 4th Grading project in our several subjects. Rest assured that the
information on this paper will be taken confidentially. Thank you very much and God
bless!
Name (Optional): _______________________________________________________
Section: [ ] Aeros [ ] Eurus
Gender: [ ] Female [ ] Male
DATE
Instruction: Please rate your procrastination. Check each box if the activity applies to
you.
5 – Always
3 – Often
4 – Sometimes
2 – Usually
1 - Never
PROCRASTINATION RATE
1. I do not my task on time.
2.
3.
4.
5.
I set aside tasks that I don’t value.
I find myself dealing with interrupts.
I set aside time for planning and scheduling
I give up before I start a task.
6.
7.
8.
9.
I try to do several things at once, not completing many.
I set aside tasks that I’m not good at.
I give up on a task when it gets difficult.
I lose my motivation in the middle of a task.
10. I ask myself sometimes “what’s the point of doing a
task?”
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5
4
3
2
1
Letter of Approval
JOSE MARIA COLLEGE
Phil.-Japan Friendship Highway Catitipan, Davao City
High School Department
SY 2016 – 2017
January 08, 2017
Marieta A. Muñez, Ed. D.
Principal, HS Department
This institution
Dear Madame,
Greetings!
In this year, we are currently on a research project entitled Procrastination and
Academic Performance of Grade 9 Students of Jose Maria College that is required
by out teacher in Araling Panlipunan, Mathematics, Values Education, and English
Subject for our final project. This study focuses on the procrastination rate of Grade 9
students.
In connection with this, we would like to conduct a survey among the Grade 9 students of
this institution.
We are hoping for your support and favorable response to this matter. Thank you very
much!
Respectfully yours,
Stepfanny O. Cantaluna
Chairperson
Noted by:
Approved by:
Josephine Gallardo
English Subject Teacher
Marieta A. Muñez, Ed. D.
Jean Laude
Mathematics Teacher
Jemarie Mamada
Aral Pan Teacher
Jacel Odonel
Val. Ed Teacher
30 | P a g e
Principal, HS Department
REFERENCES

Ellis, A. & Knaus, W. J. (1977). Overcoming procrastination. New York: Signet.
Ferrari, J. R., Johnson, J. L. & McCown, W. G. (1995). 77

Klassen, R. M., Krawchuk, L. L. & Rajani, S. (2008). Academic procrastination of
undergraduates: Low self-efficacy to self-regulate predicts higher levels of
procrastination. Contemporary Educational Psychology, 33,9 1 5-93 1.

Rothblum, E. D., Solomon, L. J. & Murakami, J. (1986). Affective, cognitive, and
behavioral differences between high and low procrastinators. Journal of
Counseling Psychology, 33,387-394.

Klassen, R. M. (2008). Procrastination and motivation of undergraduates with
learning disabilities: A mixed-methods inquiry. Learning Disabilities Research
and Practice, 23, 137-147

Sansgiry, Sujit S. (2004). Predictors of Academic Performance at Two
Universities: The Effects of Academic Progression. American Journal of
Pharmaceutical Education, 68 (4).
31 | P a g e

Solomon, L. J. & Rothblum, E. D. (1984). Academic procrastination: Frequency
and cognitive-behavioral correlates. Journal of Counseling Psychology, 31,503509.

Selman, J, (2015, January 14). Why Do We Procrastinate? The Huffingston Post.
Retrieved March 16, 2015, from http://www.huffingtonpost.com/jim-selman/whydo-we-procrastinate_b_6474566.html.

Morin, Armand. “Cause and Effect of Procrastination.” Armand Morin. Webache
media, 20 feb 2017. Web. 9 Mar 2017.

Robin, L. (2010). Academic Procrastination in College Students: The Role of
Self-reported executive Function. Journal of Clinical and Experimental
Neuropsychology, 33(3):334-57.

Klassen, R. (2007, August 15). Contemporary Educational Psychology. Science
Direct, Volume 33, October, 2008, from
http://www.sciencedirect.com/science/article/pii/S0361476X07000264

Balucos, D. (2008, October 15). Rural Views: Debate, Writing and My
Procrastination. Minda news. From
http://minda2010.timonera.com/index.php?option=com_content&view=article&id=
32 | P a g e
5308%3Arural-views-debate-writing-and-my-procrastination-by-danilo-abalucos&catid=139%3Arural-views-by-danilo-balucos&Itemid=239

Miranda, F. (2003, November 18). Procrastination as a Way of Life. Philstar.
From http://www.philstar.com/opinion/228364/procrastination-way-life.

Administrator (2013, March 8). Saka na. Bukas na: Pinoy Procrastination.
Thepoc. From http://thepoc.net/index.php/saka-na-bukas-na-pinoyprocrastination/.

Kandemir, M. (2014, October 7). Reasons of Academic Procrastination: Sefregulation, Academic Self-efficacy, Life Satisfaction and Demographics
Variables. Science Direct. Volume 152, from
http://www.sciencedirect.com/science/article/pii/S187704281405246X.

Ferrari, J. (2005). Prevalence of Procrastination in the United States, United
Kingdom, and Australia: Arousal and Avoidance Delays among Adults. Research
Gate. From
https://www.researchgate.net/publication/276354186_Prevalence_of_Procrastina
33 | P a g e
tion_in_the_United_States_United_Kingdom_and_Australia_Arousal_and_Avoid
ance_Delays_among_Adults.

Kyung, K. (2015). The Relationship between Procrastination and Academic
Performance: A meta-analysis. Science Direct, Volume 82, from
http://www.sciencedirect.com/science/article/pii/S0191886915001610

Potdar S. (2011). Relationship between Procrastination and Academic
Performance among a Group of Undergraduate Dental Students in India. Cindy
Works, June 7 2012, from
http://cindy18188.pbworks.com/w/file/fetch/94591340/Relationship%20Between
%20Procrastination%20and%20Academic%20Performance%20Among%20a%2
0Group%20of%20Undergraduate%20Den.pdf.

Khan, M. (2014). Academic Performance among Male and Female University
and College Students. FWU Journal of social science, Winter 2014, Volume 8,
No.2, p65-70.

Dobson, A. (2013). What is Procrastination. Mindfit Hypnosis. 2013,
http://www.mindfithypnosis.com/what-is-procrastination/
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
Lakshminaryan, N. (2011). Relationship between Procrastination and Academic
Perfomance Among a Group of Undergraduate Dental Students in India. Journal
of Dental Education, Volume 77, Retrieved June 7, 2012,
http://www.jdentaled.org/content/77/4/524.full
35 | P a g e
CURRICULUM VITAE
STEPFANNY O. CANTALUNA
Orchid St. Dona Caridad
Sasa, Davao City
Mobile Number:09204965951
Email add: stepfcantaluna@gmail.com
PERSONAL INFORMATION
Nickname: Stepf
Birthday: March 6, 2000
Age: 17
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
EDUCATIONAL BACKGROUND
Secondary
Jose Maria College
Philippine-Japan Friendship Highway, Davao City
School Year 2013 – 2017
Primary
Holy Infant Jesus Academy
Panacan, Davao City
School Year 2007 – 2013
36 | P a g e
TIMLOIE C. ALBARICO
Deca Homes Esperanza
Tigatto, Davao City
Mobile Number: 09993470371
Email add: Timloiealbarico@yahoo.com
PERSONAL INFORMATION
Nickname: Timtim
Birthday: September 16, 2000
Age: 16
Nationality: Filipino
Religion: Protestant
Civil Status: Single
EDUCATIONAL BACKGROUND
Secondary
Jose Maria College
Philippine-Japan Friendship Highway, Davao City
School Year 2012 – 2018 K-12 Program
Primary
Kapitan Tomas Monteverde Sr. Central School
F. Banggoy St. , Davao City
School Year 2007 – 2012
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-an
SEAN CARLO MANUEL DELEON B.
#33 Angliongto Ave. Diamond Village
Davao City
Mobile Number: 09333749341
Email add: seandeleonz@yahoo.com
PERSONAL INFORMATION
Nickname: Tatan
Birthday: June 15, 2000
Age: 16
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
EDUCATIONAL BACKGROUND
Secondary
Jose Maria College
Philippine-Japan Friendship Highway, Davao City
School Year 2012 – 2016
Primary
Jose Maria College
Philippine-Japan Friendship Highway, Davao City
School Year 2007– 2012
38 | P a g e
JEMAIMAH F.-an
MARGALLO
61. Rambutan St. tierra verde Village
Sasa, Davao City
Mobile Number: 09750531824
Email add: jemaimahmargallo@yahoo.com
PERSONAL INFORMATION
Nickname: Mai
Birthday: July 30, 2000
Age: 16
Nationality: Filipino
Religion: Kingdom of Jesus Christ
Civil Status: Single
EDUCATIONAL BACKGROUND
Secondary
Jose Maria College
Philippine-Japan Friendship Highway, Davao City
School Year 2013 – 2017
Primary
Sasa Elementary School
Land mark 3 Sasa, Davao City
School Year 2007– 2013
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MIKAELLA ANGELA SUPAPO
Parenas Km 18
Buhangin, Davao City
Mobile Number: 09443231447
Email add: mikaellasupapo@yahoo.com
say something in reply.
PERSONAL INFORMATION
Nickname: Mikay
Birthday: October 9, 1998
Age: 18
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
EDUCATIONAL BACKGROUND
Secondary
Jose Maria College
Philippine-Japan Friendship Highway, Davao City
School Year 2012 – 2017
Primary
Juan Cruz Sr. Elementary School
Relocation Panacan, Davao City
School Year 2007 – 2013
40 | P a g e
LAURENCE C. LEDRES
Tibungco Purok.12
Davao City
Mobile Number:09122248476
Email add: renceledres@yahoo.com
Personal information
PERSONAL
INFORMATION
Nickname: LauLau
Birthday: June 2, 2001
Age: 15
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
EDUCATIONAL BACKGROUND
Educational Background
Secondary
Jose Maria College
Philippine-Japan Friendship Highway, Davao City
School Year 2013 – 2017
Primary
F. Bustamante Central Elementary School
Tibungco, Davao City
School Year 2007 – 2013
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HORACE KENT G. OBZUNAR
Cal 3 Village, Tibungco
Davao City
Mobile Number:09122248476
Email add: renceledres@yahoo.com
PERSONAL INFORMATION
LAURENCE C. LEDRES
Tibungco Purok.12
Davao City
Mobile Number:09122248476
Email add: renceledres@yahoo.com
Nickname: Kent
Birthday: May 6, 2001
Nickname: LauLau
Birthday: June15
2, 2001
Age:
Age: 15
Nationality: Filipino
Nationality:
Filipino
Religion: Roman Catholic
Civil Status: Single
Religion:
Roman Catholic
Civil
Status:
Single
EDUCATIONAL
BACKGROUND
Secondary
Jose Maria College
Philippine-Japan Friendship Highway, Davao City
School Year 2013 – 2017
EDUCATIONAL BACKGROUND
EDUCATIONAL BACKGROUND
Primary
F. Bustamante Central Elementary School
Tibungco Davao City
School Year 2008 – 2013
LAURENCE C. LEDRES
Tibungco Purok.12
Davao City
Mobile Number:09122248476
Email add: renceledres@yahoo.com
Secondary
Nickname: LauLau
Birthday: June 2, 2001
Jose Maria College
Philippine-Japan Friendship Highway, Davao City
School Year 2013 – 2017
Age: 15
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Primary
EDUCATIONAL BACKGROUND
Secondary
42 | P a g e
Primary
F. Bustamante Central Elementary School
Tibungco, Davao City
School Year 2007 – 2013
Jose Maria College
Philippine-Japan Friendship Highway, Davao City
School Year 2013 – 2017
F. Bustamante Central Elementary School
Tibungco Davao City
School Year 2008 – 2013
JOHN MICHAEL A. VARGAS
Garnet st. subd, Crystal meadows, Sasa
Davao City
Mobile Number: 09222430429
Email add: VargasJohnM@yahoo.com
PERSONAL INFORMATION
LAURENCE C. LEDRES
Tibungco Purok.12
Davao City
Mobile Number:09122248476
Email add: renceledres@yahoo.com
Nickname: ikert
Birthday: October 1 1998
Nickname: LauLau
Birthday: June 2, 2001
Age:
18
Age: 15
Nationality: Filipino
Nationality:
Filipino
Religion: Roman Catholic
Civil Status: Single
Religion: Roman Catholic
EDUCATIONAL
BACKGROUND
Civil
Status:
Single
Secondary
Jose Maria College
Philippine-Japan Friendship Highway, Davao City
School Year 2013 – 2017
EDUCATIONAL BACKGROUND
LAURENCE C. LEDRES
Primary
F. Bustamante Central Elementary School
Tibungco Davao City
Tibungco Purok.12
School Year 2008 – 2013
Davao City
Mobile Number:09122248476
Email add: renceledres@yahoo.com
Secondary
Nickname: LauLau
Birthday: June 2, 2001
Age: 15
Nationality: Filipino
Religion: Roman Catholic
Jose Maria College
Philippine-Japan Friendship Highway, Davao City
School Year 2013 – 2017
Civil Status: Single
EDUCATIONAL BACKGROUND
Primary
Secondary
Sasa Elementary School
Landmark 3, Davao City
Jose Maria College
School Year 2007 – 2013
Philippine-Japan Friendship Highway, Davao City
School Year 2013 – 2017
Bustamante Central Elementary School
43Primary
| P a g e F.Tibungco
Davao City
School Year 2008 – 2013