Reasons of Procrastination and its Effect to the
School Performance of Grade 12
Academic Track Students
A Research Presented To:
POLOMOLOK NATIONAL HIGH SCHOOL
Brgy. Cannery Site, Polomolok South Cotabato
In Partial Fulfillment of the Requirements
for Practical Research 2
Presented By:
BETALAC, EARL JOSHUA
BERNAL, CHARLENE GRACE
ORIPAYPAY, RITCHELL AN
HESULGA, JESSA MAE
ACADEMIC TRACK HUMSS STRAND
OCTOBER 2019
Abstract
This study focuses on reasons of procrastination and its effect to the school
performance of the grade 12 academic track students. The researchers aim to
find out their reasons why they are procrastinating.
The first question asked about how many academic strand students
experience on making home works, studying for quizzes and exams. While, the
second research question asked about what are the reasons behind
procrastination of grade 12 academic track students. Lastly, the last question
deals with what are the effects of procrastination to the school performance.
There were forty-eight (48) respondents randomly selected from the grade
12 learners who were enrolled to academic strand of Polomolok National High
School.
This study utilizes the descriptive probability sampling since the research
problem are composed of quantitative research questions.
To gather the data about the Reasons of Procrastination and its Effect to
the School Performance of Grade 12 Academic Track Students, the
researchers used a questionnaire with guide questions to find out the relevant
topic of the study.
The study found out in the findings of SOP 1 that 96% out of 100%
population are procrastinating in making homework studying quizzes and
exams. In SOP 2,it has a mean of 2.9 with an adjectival description which is
sometimes means that the respondents have a reason behind procrastination.
Lastly, in SOP 3 the researchers found out that it has a mean of 3.2 with a
description often for the negative effects, while to the positive effects it has a
mean of 2.9 described as sometimes.
The researchers concluded that most of the students experiencing
procrastination making home works and studying quizzes and exams.
Keywords: Procrastination, School Performance, Effects
Chapter I
THE PROBLEM
Introduction
Procrastination have been one of the struggles especially to those high
school and college students. It is one of the most common activity done by the
students especially when the deadline of the school works is near. This kind of
activity would affect the student’s performance if done repeatedly. Students
should avoid doing other things to achieve focus in class.
On the recent study of Klassen (2015) in Turkey said that academic
procrastination was more common for girls than for boys. Most participants
(83%) reported spending one hour or more procrastinating per day, with writing
tasks the most prone to procrastination are boys compared to girls. When
procrastinating, Turkish adolescent boys were more likely to spend time with
electronic media (watching TV, emailing, going on‐line, and, in particular,
playing computer games), whereas girls were most likely to read books,
magazines, and newspapers. The article concludes with implications for
researchers, and also for parents and educators of adolescents.
More so, on the study of Koo (2013) posted in Philippine Daily Inquirer,
She mentioned that perfectionism could also be the cause of procrastination
“Unhealthy or neurotic perfectionist” aims at unrealistic high standards and is
afraid to fail. They are also paralyzed to even initiate a work.
Moreover, procrastination is described by Gotocano (2018) from Davao
City, As the habit of waiting for the last minute to do things. This manifest in
many ways. For an instance we submit our home works late although we were
given ample time to do it.
With these, studies the researchers wanted to assess the actual reasons
why students do procrastinate. We also want to find out how procrastination
affects the performance of the students in school and in addition we want to
assimilate the reasons that derive students not to do their school works on the
given time.
Therefore, the researchers’ wants to find out the numbers of academic
stand students who experience procrastination on making homework and
studying for quizzes and exams. The researchers also want to assess the
reasons behind the procrastination of grade 12 academic track students and
lastly we want to know the effects of procrastination to the school performance
of the grade 12 academic track students.
Statement of the Problem
Specifically, this study seeks to find out the reasons of procrastination and its
effect to the school performance of grade 12 academic track students of
Polomolok National High School.
Specifically, this study attempts to answer the following questions:
1. How many academic strand students experience procrastination on :
A. Making Home work; and
B. Studying for Quizzes and Exams;?
2. What are the reasons behind procrastination of grade 12 academic
track students?
3. What are the effects of procrastination to the school performance?
Hypotheses
Ho: The procrastination has no significant relationship to the school
performance of the grade 12 academic track students.
Hi: The procrastination has a significant relationship to the school
performance of the grade 12 academic track students.
Scope and Delimitation
This study focus on the effects of procrastination to the school
performance of the grade 12 academic track students. This research also aims
to find out the reasons why students do procrastinate.
The target respondents of this study are the students from senior high
school
department
who
belongs
to
the
academic
track
in
PolomolokNational High School with (15) respondents in each track the
HUMSS, ABM, STEM and GAS.
This research aims to find out the number of students who experience
procrastination on making homework and on studying for quizzes and exams.
It also seeks to find out the reasons behind procrastination of grade 12
academic track students and the effects of procrastination to their school
performance.
Furthermore, the study was limited to the grade 12 academic strand students
of Polomolok National High School who were officially enrolled in this school
year 2019-2020.
Significance of the Study
This research work was conducted with the hope to provide valuable
information to the teachers, students and to the future researchers.
This study provides a better understanding about procrastination. The data
gathered gave each sight of the students’ reasons in doing procrastination in
school. It is important to know the reasons why students to procrastinate and
how it affects their school performance.
To the Students, They would know the effects of doing procrastination
in school so that next time if they do it again they will know the consequence if
they continue to do this kind of activity.
To the Teachers, They would be able to identify the reasons why
students do procrastinate, and they can give advice to their students on what
they are going to do and to avoid haste in passing their school works.
To the Parents/Guardians, this will help them to be more aware of the
effects of the procrastination to the school performance of their children.
To the Researchers, this will help them gain background ideas if they
will be going to take research with the same topic and also it can help them
sharpen their understanding regarding this phenomenon.
Definition of Terms
The following were defined operationally for the better understanding of the
term used in this research.
Academic track students. Students that belongs to Humanities and Social
Sciences, Science Technology Engineering and Mathematics, Accountancy
Business and Management and General Academic Strand in Polomolok
National High School in this school year 2019-2020.
Effect. It is the result of the procrastination to the school performance among
grade 12 academic
Procrastination. The delay of making task in school and do the given activities
in a quick period of time where the deadline is near.
Reasons. It is the cause of the problem that needs a support or explain the
fact.
School Performance. is an activity that is done in school like making
homework and studying for quizzes and exam.
Conceptual Framework
REASONS OF PROCRASTINATION AND ITS EFFECT TO THE SCHOOL
PERFORMANCE OF THE GRADE 12 ACADEMIC TRACK STUDENTS
Independent Variable
Dependent Variable
Reasons of
Procrastination
School Performance
The first frame is the independent variable, which has the reasons of
procrastination
The second frame is the dependent variable, which is the school
performance.
These variables are considered upon determining the reasons of
procrastination and its effect to the school performance of grade 12 academic
track students in Polomolok National High School.
The arrow connecting the two frames show the effects of two variables.
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
In this chapter, the researchers present the literature that are related to
the reasons of procrastination and its effect to the school performance of the
students. The research findings by other researchers are also presented and
discussed to provide a necessary background of this study. It also presents
foreign studies from different authors that are relevant to the research study.
To gain a wider view of the study a review of related literature is
conducted. Books as well as published and unpublished studies and the use of
internet are included in this review. The following literature reviews discusses
the number of students experience procrastination on making homework and
studying for quizzes and exams.
On the recent study of Knezevic (2016), once said that procrastination is
a student of worst enemy. It is a disease that eats away the student’s
productivity. An American study estimates that 701 of students showed the sign
of this behavior “students are biologically and socially predisposed to put off
until tomorrow what we should do today. Aside from the cliché that the students
are more impulsive in your early 20’s you’re still developing your pre-frontal
cortex, home of the will power.
It says that procrastination had a big impact on a student’s health. It can
decrease student’s productivity and low productivity means low performance in
school. This kind of activity also affects the development of the pre-frontal
cortex of our brain which means that if you repeatedly do this activity it can
affect your performance and level of productivity in school.
In relation to this topic on the previous study conducted in Polomolok
National High School about procrastination last school year 2018-2019 out of
51 Senior High School students 25 sometimes do procrastinate in doing home
work also 25 out of 51 respondents on the previous study were sometimes do
procrastinate in studying for examination, this only means that procrastination
occurs in the daily activities of the previous grade 12 learners.Policious,
P.,Seroy, K. and Garingo, P.J (2018)
More so on the study of Stephens (2007) it reveals that when children
procrastinate, they undermine their performance. For instance, the teacher
gives them assignment in a short span of time, the children will not get adequate
time to gather and review information before combining them with their own
creative idea. Time to review assignments flies out the window too. Thus, kids
can get poor grades because they procrastinate.
On the recent study of Wong (2019) it shows that one of the factors that
lead a person to do procrastination in doing homework is the environment that
he is staying with. Sometimes the area where the person do his homework can
distract him especially when he is two steps away from bed or the computer is
nearby him and because of this distraction a person can set his mindset to do
his homework later when the deadline is near.
A lack of self-control can lead procrastinate to have a problem when it
comes to finishing task even just some of the most simple and basic task that
are required to be immediately done. A perfect storm of procrastination occurs
when an unpleasant task meets a person who’s high in impulsively and low selfdiscipline. These qualities have led the researchers to call procrastination the
quintessential break down of self-control (Jaffe 2013).
If we lose self – control in doing procrastination we become stressful in
making our school works and if not prompt can lead to discomfort and even
depression in worst case. If we repeatedly do this for very long time, we can’t
escape from this horrible trap which can lead us to several health and personal
issues (Manktelow et.al,2011).
You (2015) reports that late submission or absence of assignments is
related to low level course achievement. Contribution of assignments in
learning as a formative assessment tool is non-negligibly valuable. However,
they may not be seen as important as exams by students when it comes to
passing the course. Making the best of assignments given for formative
assessment purposes should be considered as an opportunity by students to
see and complete their weaknesses and improve what they learn. Assignments
should be managed accurately in order to provide maximum efficiency during
the learning process. Nonetheless, studies on procrastination
have focused on the causes of this behavior and to some degree how it is
related to school achievement; however, assignment achievement has not
been fully researched (Hong & Milgram, 2000).
According to Dr. Piers Steel (2007), procrastination is one of the selfregulatory failures that can’t be explained until any no behavior in this era. Steel
review the relevant conceptual, theoretical and empirical works resulting in
correlation, experimental and qualitative findings.
Procrastination have been one of the habits that is done by the students
to cope up with the requirements they need to compile when the deadline is
near. This next review reveals the related literature and that discusses the
reasons behind procrastination of the students.
Academic procrastination has been examined in relation academic
performance along with other numerous outcomes. For the most part academic
procrastination has been linked to several negative indicators of learning
outcomes.
In relation to this topic, about procrastination conducted in Polomolok
National High School last school year 2018-2019 the rating about laziness as
the reasons of procrastination among 51 respondents is 3.3 which means the
laziness is one of the factors that lead students to procrastinate the other reason
that leads students to procrastinate is the hectic schedule and it was rated as
2.6 or neutral meaning somewhat they’ve been affected by hectic schedule and
this leads them to do the procrastinate.Policious, P., Seroy, K. and Garingo, P.J
(2018).
The best definition for procrastination is the delaying of task that was
originally planned despite expecting to be worse off delay (Van Eerde2003).
Because the delay is irrational, people end up voluntarily choosing a course of
action that they know will not maximize their physical, psychological and
material well-being. The definition of procrastination holds a decidedly negative
denotation and connotation.
Procrastination in the academic realm holds many negative consequences
including loss of time, increased stress, lower grades, poorer health, decreased
long-term learning and lower self-esteem (Hoover2005). Even though the
outcomes produced by procrastination are overwhelmingly negative, college
students overwhelmingly engage in it. This incongruity brings to mind one
simple question: Why engage in an activity that you know, usually from
experience, is bad for you.
Chronic procrastination is either getting worse, more people are willing to
admit to chronically procrastinating (Steel 2007). Back in 1978 only 5% of the
American populace admitted to chronically procrastinating while today the
figure routinely hovers between 15 to 20%. Around half of college students
admit to chronically procrastinating, which is high in historical term even for
college students. The reason for this increase in procrastination in America can
be attribute to two main causes.
The first main cause is the modern technology it made easier for people to
procrastinate. The computer had applications that bring people to access
different sectors of society and distractions like checking emails, messaging
friends instantly surfing latest news, listening to music, watching videos on
YouTube, playing computer games and scrolling on social media like
Facebook, Instagram, Twitter, Tumblr. This computer is not only the distraction
television, cellphones, mp3 players, video games and a whole host of modern
inventions can cause serious procrastination.
Second procrastination has increased as post-modern values have
permeated much of western society in the last thirty years. According to Dr.
Ronald Ingleheart a prominent political science at the University of Michigan
and the director of the World Values Survey, Western societies started
developing post-modern values like hard work security and prosperity.
When applied to academics’ modern values indicate a preference for
school future goals and hard work while postmodern values indicate a
preference for social activities and pleasure now. In many cases there is limited
time to pursue different academic and leisure activities, leading to a
motivational conflict between the two activities. Depending on which value
structure they have, students will also have different daily routines (Dietz,
Hoefer and Fries 2007).
Even though procrastination has been growing for decades and is
considered a serious problem today, it wasn’t regarded as a serious
psychological problem and was thus ignored by psychologist and general
populace, procrastination was regarded as problem synonymous with laziness.
The first study that addressed the reasons student procrastinate was done in
1984 by pair of prominent psychologist, Linda Solomon and Esther Robothblum
of the University of Vermont.
In this next review show the related literature and studies that discuss
the effects of procrastination to the school performance of the students in
school.
To asses procrastination the two authors created a test to measure
procrastination called the Procrastination Assessment Scale Student (PASS)
which has two parts. The first part deals with now frequently the students
procrastinate on 6 academic task weather they think it is a problem with higher
scores indicating higher self- reported procrastination. The second part deals
with the factor behind the procrastination and students assess which of the 26
factors are most responsible for their procrastination. The study found that fear
of failure and task were the two main reasons why high school students
procrastinated Solomon and Rothblum,(1984) . Fear of failure is usually
manifested as performance anxiety, lack of self-confidence and perfectionism.
On the study conducted by Wiegartz (2011) it says that sometimes
people typically just think of procrastination as negative thing, but while the
benefit of procrastination is often hidden, they can sap your motivation to
change nonetheless. Some benefits of procrastination are putting off
unpleasant task in favor of more enjoyable things, problems may end up getting
solved without any effort from you and lastly you can avoid the anxiety you feel
about the task.
Many studies have been done to confirm the effects of these variables
the anxiety, lack of self-confidence and perfectionism. A study done by Dr.
Anthony J. Onwegbuzie, an associate professor of psychology at the University
of South Florida showed the effects of perfectionism on procrastination in
graduate students. Perfectionism occurs in three separate forms: self - oriented
perfectionism occurs when people places high standards for themselves, other
oriented perfectionism occurs when people places high standards for other
people allow others to place high standards on them. The study found that “over
all academic procrastination appears to be related significantly to socially
prescribed perfectionism” Onwuegbuzie, (2000).
Basically,DrOnwuegbuzie’s study implies that students procrastinate
because they feel that other people have high expectation for their work.
Students seem to feel implicit pressure for their peers and professors to
produce very good ideas and research on the very first try. As a reaction to this
socially- prescribed perfectionism students delay their work. The study also
found that self- oriented perfectionism had a small effect on procrastination
while other – oriented perfectionism had no effect on procrastination.
However, many studies began refuting fear of failure and its
manifestations as avoid cause of procrastination (Ackerman and Gross,2005).
Dr. Ackerman and Dr. Gross of California State University split a group of 198
students in to a low and high procrastination group. Each student was asked
about the fear of the same assignment used in the study, but no statistically
relevant difference about fear emerge between two groups. Dr. Pier Steel, an
associate professor at the University of Calgary who has spent 12 years
studying procrastination exclusively looked at the findings of every
procrastination study done on the fear of failure had no statistically relevant
effect on procrastination which contradicted Solomon and Robulthum's original
study and many anecdotes about the effect fear of failure had on procrastination
Steel, (2007).
One of the problems that restrain student’s educational potential is
academic procrastination behavior define this concept as postponing academic
duties such as preparing for exams and delaying home works
sometimes or constantly. Academic procrastination behavior is the behavior of
avoiding academic duties which caused students to have academic failure.
Similarly, it can be said that academic procrastination behavior is to postpone
academic duties in a way causes failure, academic unhappiness and stress.
There are many studies showing that students who engage in academic
procrastination face with various negative results of these behaviors Burka and
Yuen (1983) and Kandemir (2010). Academic procrastination behavior have
negative results such as academic failure, falling behind in the class not
attending school activities and in the worst case dropping out in the school.
According to Pintrich and De Groot (1990) cognitive strategies such as
controlling and managing the effort given in order to cope with academic duties,
repeating what is used for learning and understanding, interpreting and
organizing are self-regulation. When the results of these procrastination are
analyzed, it is seen that the concept has a negative relation with academic
procrastination. In terms of problems, it is seen that there are two academic
procrastination that is common among students, While the undesired causes
of this activity such as failure anxiety and failing on the academic performance.
There are different effects of procrastination to the students it depends
on the individual if he/she will send off with the negative impacts of it. One of
the effects of procrastination to the students is the state of being unhealthy and
unproductive in school and sometimes procrastination causes students to fail
in accomplishing their school works and this is really horrible.
Students who procrastinate are not as healthy compared to those who
are not engage on this kind of activity. One study indicates that added stress
cause by procrastination will affect to their overall happiness and not focus on
the things they are doing Pychyl (2003).
When a deadline is near the students started to experience procrastination
stress, and health problems. But people who waited the deadline and they finish
this in early as they can they have less stress and they can do whatever they
want.
Procrastination is a functional delay or you are rush in the things that you
want to do a semester and is s crunch time for students as well as revelation
time of personality, discipline and time management skills.
Some students think that procrastination is an ability to succeed to all
their homework and projects and think that successful students tend to
procrastinate more than others Ferrari (1991). Not all the time procrastination
brings negative impact to the school performance of the students, some of them
tends to be more productive as they do their school works on last minute. It really
depends on the capacity of the student if he/she can cope up in doing school
works in a short period of time.
Every student differs with each other each one of us had our own
weaknesses and strength. According to Grace Shangkuan Koo in inquirer
newspaper that every time must be estimated to on how long to finish the task
which means that every time that students consume their time wisely they must
anticipate the important task they need to accomplish in that certain period of
time. Sometimes students tend to say that they forget or they are not in the
mood to do the task. Another thing that Koo stated in her study that people are
more productive when they are under pressure, making the task on last minute.
They believe that they can finish it well if they do it in rush.
Procrastination is considered as behavior which is draw out from
individual because they have fear to fail the task that is given to them Solomon
and Rothblum, (1984) She said that fear brings a low confidence to pass the
task on time because they believe that they will not accomplish it. Students with
high confidence can make the task on time without any hesitation Mandap
(2016).
Procrastination appears in our daily school life and it has been linked to
several organizational and social issues nowadays. It can cause and affect
most of the characterized academic performance of an individual. It might be in
a bad or harmful for them it is according to Dilmac (2009). Once you
procrastinate you tend to delay works and you fail to accomplish the course of
action that is needed Beswick and Mann (1994).
According to Ferrari (2010) the process of experiencing uncomfortable
can cause delaying the task to be make. Instead of making school works on
time students have their time to visit their social media and playing online
games instead of making their reports and projects to pass on time. They spend
more time on social media and other unnecessary things that is not connected
to academics, because of this bad habit it can lead to poor performance in
school.
Procrastination can be a personality trait that focus to considerable
overlap with consciousness. This means that students are liable of the
consequence that is caused by procrastination so it is the student’s decision if
he/she will send off to procrastination and its his/her fault if she suffers to the
negative effects of it to his/her school performance.
Difficulties in observing procrastination are usually seen on academic
setting. Goals can be assigned, such as quizzes or essays, ensuring that
majority of students have participation in class. Problems of procrastination are
well known in this setting and early starts are repeatedly counseled. The
effect of loss of time can be seen on this kind of activity. Consequently,
academic self-reports of procrastination and observed delays in this context are
substantively associated Steel et.al, (2001). Specific assignments typically
used includes: class attendance, course grade, quiz grade, and meeting a
deadline for an assignment. Other less common academic aspects assessed
include: getting a PhD, publication rate, getting tenure, and timing of
experimental participation.
Procrastination can have a negative effect on students’ schoolwork,
grades, and even their overall health. Students who procrastinate experience
higher levels of frustration, guilt, stress, and anxietyin some cases leading to
serious issues like low self-esteem and depression.
The effects of procrastination can have an even bigger impact on high
school students. Once students reach high school and start receiving more
take-home assignments and larger projects, students who procrastinate until
the last minute tend to receive lower grades than their peers.
This can create a cycle of bad grades and low self-confidence that can
be difficult for students to overcome. At a time when marks start to impact the
post-secondary opportunities for students, this can lead to a lot of extra stress
and frustration.
Laeus (2015) explains that the procrastination is avoidance of doing a
task that needs to be accomplished. He further states that procrastinate is the
process of doing more pleasurable things in place of less pleasurable ones, or
carrying out less urgent tasks instead of more urgent ones, thus putting off
impending tasks to a later time.
Dilmac(2009). states that the Procrastination appears to be a troubling
phenomenon, people most strongly characterized it as being bad, harmful, and
foolish. Justifying this viewpoint, several studies have linked it to individual
performance, with the procrastinator performing more poorly overall, and to
individual well-being, with the procrastinator being more miserable in the long
term.
At larger levels of analysis, Procrastination has been linked to several
organizational and societal issues. George (2005) considers procrastination as
a dis positional trait which has cognitive, behavioral and emotional components,
furthermore it affects activities of students who could not read but only
postponing time of reading.
Dewitte and Lens, (2000) State that a major difference between the two
types might be their degree of adaptive. Although procrastination in general
seems to be related to several psycho pathological symptoms, this link might
be due primarily to pessimistic procrastinators and much less to optimistic
procrastinators, who seem to manage their problems reasonably well.
ZimChu and Choi (2005) distinguish between two sorts of procrastination
behaviors. They stated that passive procrastinators are paralyzed by their
indecision and as a result fail to complete tasks on time. This is certainly an
unfavorable behavior. However, active procrastinators prefer to work under
pressure and make deliberate decisions to procrastinate tasks, nevertheless,
they usually complete their tasks on time. Two types that
are particularly common are behavioral and decisional procrastination.
Procrastination is a battle between your good side and bad side, between the
part of you who wants to be healthy and the part of you who wants to eat sweets
all day long.
Chapter III
METHODOLOGY
This chapter shows the research design, research locale, the respondents
of the study, the sampling, the data gathering procedure and the research
instrument used by the researcher.
Research Design
This study is a quantitative non- experimental research where there is
no treatment or condition involve in the process. It utilized the descriptivesurvey method of research. It describes the reasons of grade 12 students in
procrastinating. This study also identified the effects of procrastination to the
school performance of the grade 12 academic track students. The data
gathering procedure that was used in this study is the survey type of research
where the researchers provide questionnaires that were given to each of the
respondents.
Research Locale
This study was conducted in Polomolok National High School in Senior
High School Academic Track Building. The school was purposively chosen as
the location of the study because of its accessibility to the researchers in
gathering the data and the researchers are also learners in the school.
Furthermore the researchers wanted to know further the effects of
procrastination to the school performance of the grade 12 academic track
students.Polomolok National High School is a school where district activities is
being held.
Respondents of the Study
The respondents of the study were fourty-eight (48) or approximately
twenty-onepercent (21%) of the total population of the grade 12 academic track
students.
In order for the researchers to get appropriate data, The researchers
utilize the selection of respondents by section coming from the academic track
class with nine (9) respondents from STEM Franklin, seven (7) from ABM
Franc, seven (7) from ABM Forex, nine (9) from HUMSS Foster, eight (8) from
HUMSS Favila and eight (8) from GAS Fluorite.
The academic track students were selected as the respondents of this
study because they're more prone to engage in procrastination. They were
chosen to provide valuable information about the effects of procrastination to
their school performance.
Sampling
In this study the systematic random probability sampling method was
used, wherein the researchers pick out every (5th) student listed in the sampling
frame until the completion of the desired total number of respondents is reach.
The researchers choose forty-eight (48) respondents or twenty one
percent (21%) of the total population of the grade 12 academic track students.
Strand/Section
Male
Female
Total Population
(n)
(%)
SS
(n)
(%)
SS
(n)
(%)
SS
STEM-Franklin
28
21%
6
16
19%
3
45
20%
9
ABM-Franc
6
33%
2
26
19%
5
32
17%
7
ABM-Forex
6
33%
2
25
20%
5
42
18%
7
GAS-Fluorite
20
20%
4
19
21%
4
39
17%
8
HUMSS-Foster
15
20%
3
27
22%
6
31
14%
9
HUMSS-Favila
14
21%
3
25
20%
5
32
14%
8
Total
89
20
138
28
48
Data Gathering Procedure
First, the researchers made survey questionnaires about the study which
was checked by the practical research adviser on September 19, 2019 and is
validated by Maam Madonna L. Sua on September 20, 2019. After the
researchers survey questionnaires and approval letter had been approved and
by the teachers, the researchers conducted the study.
Second, on September 25and 26, 2019the researchers went to the
designated rooms of the selected respondents and approached each one of
them. The survey guide questions were distributed to the students who were
listed on the sampling frame. On the first day the researchers conducted the
survey in STEM Franklin and HUMSS Foster and Favila, On the second day in
GAS Flourite and ABM Franc and Forex.
Afterwards, when the researchers had done the survey to the selected
respondents of the research listed on the sampling frame, the researchers
analyze the gathered data based on the answers of the respondents to have
the results of the reasons behind procrastination and its effect to the school
performance of the grade 12 academic track learners.
Research Instrument
The instruments used in this study is a researcher made questionnaire
check list to gather the needed data for the study. The draft of the questionnaire
was drawn out based on the researchers reading review studies as online
sources, as well as published and unpublished books and magazines that is
relevant to the study.
In the preparation of the instruments the requirements in designing of good
data collection instruments were considered. Questionnaires were provided for
accommodate free formatted views related to topic. The part I, of the
questionnaire asks about the number of students who experienced
procrastination on making homework and studying for quizzes and exam. While
the part II A, ask about the reasons behind procrastination of grade 12
academic track students and lastly the part II B, ask about the effects of
procrastination to the school performance of grade 12 academic track students.
In the end, it encourages open responses to sensitive issues at hand. In
addition, the instrument was checked by Mrs. Karen A. Zambra and was
validated by Mrs. Madonna Sua. In survey questionnaire the researchers used
the 5 points likert scale ranging from1-5. 1 (Never) 2 (Rarely) 3 (Sometimes) 4
(Often)
5
(Always).
INTERPRETATION LIKERT SCALE
MEAN
ADJECTIVAL DESCRIPTION
4.1-5.0
Always
3.1-4.0
Often
2.1-3.0
Sometimes
1.1-2.0
Rarely
0.0-1.0
Never
Statistical Treatment
In this study the researchers use central tendency mean to quantify the
gathered data from the answers of the respondents about the reasons and
effects of procrastination to the school performance of the grade 12 academic
track students.
𝑥̅=𝛴𝑥̅
𝑁
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the presentation and the analysis of data followed
by a discussion of the findings pertaining to the research question asked in
chapter one. Data were analyzed to identify, describe and explore the reasons
behind procrastination and its effect to the school performance of the grade 12
academic track students.
The first question deals about the number of academic strand students who
experience procrastination in making homework and studying for quizzes and
exams.
While the second question focuses on the reasons behind procrastination
of the grade 12 academic track students.
Lastly, the third question deals about the effects of procrastination to the
school performance among grade 12 academic track learners.
Here are the data gathered about the number of students who
experience procrastination in making homework.
Table 1.1: Number of Students Experience Procrastination in Making
Homework
SECTION/STRAND
Number of students experience
Procrastination in making Homework.
STEM FRANKLIN
9
ABM FRANC
7
ABM FOREX
7
GAS FLOURITE
8
HUMSS FOSTER
9
HUMSS FAVILA
8
TOTAL
48/48
The number of respondents who experience procrastination is shown in the
table above which is 48 out of 48 or 100% of the respondents experience
procrastination in making their homework.
This only means that all of the respondents experience procrastination in
doing their homework.
Here are the data gathered about the number of students who experience
procrastination in making homework.
Table 1.2 Number of Students Experience Procrastination in Studying For
Quizzes and Exams.
SECTION/STRAND
Number of students experience
Procrastination in studying for
quizzes and exams
STEM FRANKLIN
8
ABM FRANC
7
ABM FOREX
7
GAS FLOURITE
8
HUMSS FOSTER
9
HUMSS FAVILA
7
TOTAL
46/48
The data above shows 46 out of 48 or 96% of the respondents experience
procrastination experience procrastination in studying for their quizzes and
exams.
This only means that almost of the respondents do procrastinate and study
in a quick period of time to learn a lot of information for their quizzes and exams.
Here are the data gathered about the reasons behind procrastination of the
grade 12 academic track students.
Table 2.1 :Reasons Behind Procrastination of the Grade 12 Academic
Track Students
STATEMENTS
1. I procrastinate in
RATING
DESCRIPTION
3.2
Often
2.7
Sometimes
2.8
Sometimes
2.9
Sometimes
3.1
Often
2.9
Sometimes
school because I am
lazy.
2. I procrastinate in
school because I lack
confidence to do the
task given to me.
3. I procrastinate in
school because I am not
the mood to do the task
given to me.
4. I procrastinate in
school because I forgot
the task given to me
5. I procrastinate in
school because I feel
that others have high
expectation to me.
GRAND MEAN
The table above shows the reasons behind procrastination among grade
12 academic strand learners, it reveals that the highest rating is coming from
question number 1 and 5 with a rating of 3.1 and 3.2 which is described as
often. It shows that most of the respondents often procrastinate because they
are lazy and they feel that others have high expectation to them.
Moreover, the table shows overall result of 2.9 with an adjectival
description of sometimes or at times means that the respondents sometimes
have a reason behind the procrastination.
Here are the data gathered about the effects of procrastination to the school
performance of the grade 12 academic track students.
Effects of Procrastination to the School Performance of the Grade 12
Academic Track Students
Here are the data gathered about the negative effects of procrastination to the
school performance of the grade 12 academic track students.
Table 3.1 Negative Effects of Procrastination to the School Performance
of the Grade 12 Academic Track Students
STATEMENTS
1.Procrastination
RATING
DESCRIPTION
3.1
Often
3.5
Often
3.1
Often
3.2
Often
develops my anxiety in
failing my task in school.
2. Procrastination made
me stress during
deadlines.
3. Procrastination makes
me unhealthy/
unproductive
GRAND MEAN
Table 3.1 above shows the negative effects of procrastination to the school
performance of the grade 12 academic track students. It reveals that among
the 3 statements above the statements number 2 has the highest rating which
means the respondents often experience stress when they procrastinate during
deadlines.
The table also shows the grand mean of the rating which is described as
often this only means that most of the respondents experience the negative
effects of procrastination on their school performance that can affect their
studies.
Here are the data gathered about the negative effects of procrastination to the
school performance of the grade 12 academic track students
Table 3.2 Positive Effects of Procrastination to the School Performance
of the Grade 12 Academic Track Students
STATEMENTS
1. Procrastination leads
RATING
DESCRIPTION
3.1
Often
3.0
Sometimes
2.8
Sometimes
2.9
Sometimes
me to become productive
when under pressure.
2.Procrastination
develops my time
manage management
skills and development.
3. Procrastination makes
my problem end up
without any effort
GRAND MEAN
The table 3.2 above shows the positive effects of procrastination to the
grade 12 academic track students. It reveals that the statement number 1 has
the highest rating which means some of the respondents often becomes more
productive when under pressure.
The table also shows the grand mean of rating which is 2.9 is described
as sometimes. This only means that the respondent sometimes feel that
procrastination have positive effect on the academic performance of grade 12
academic track students.
Chapter V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
Presented in this chapter are the Summary of findings conclusion and
recommendation based upon the results of gathered data pertaining to this
research.
This aimed to know the reasons behind procrastination and its effect to the
school performance of the grade 12 academic track students.
This study utilize the descriptive survey non- experimental quantitative
research in determining the reasons behind procrastination and its effect to the
school performance of the grade 12 academic track students.
Summary of Findings
Based on the analysis of the gathered data the following are the findings of
the study.
1. The first question asked about how many academic track students
experience procrastination on making homework and studying for quizzes and
exams. The data showed that 100% of the respondents of the study have
experience procrastination in making their homework in school. And on the
other hand, 96% of the respondents stated that they have experience
procrastination when they have experience procrastination when they study for
their quizzes and exams.
2. On the second question was all about the reasons behind procrastination of
the grade 12 academic track students. The study found out that procrastination
in school because of laziness has the highest rating with an adjectival
description of often or at many times. While, among the statements the number
2 was rated, the lowest or sometimes with an adjectival rating of 2.1 it means
that the students sometimes do procrastinate in school because they lack selfconfidence to do the task given to them.
3. The third question was all about the effects of procrastination to the school
performance of the grade twelve academic track students. The researchers
found out that the negative effects of procrastination to the school performance
of grade 12 academic track students is that it made them stress during
deadlines with an adjectival rating of 3.5 or often, The researchers also discover
that the highest positive effect of procrastination to the grade 12 academic track
students is that procrastination leads them to become more productive when
under pressure with an adjectival rating of 3.1 or often, However the negative
effects of procrastination had a higher rating of 3.2 compared to the rating of
positive effects of procrastination with a rating of 2.9 or sometimes.
Conclusions
The following are the conclusions formed by the researchers with regards
to the findings accumulated by this research.
1.
The researchers concluded that most of the academic track students
experience procrastination in making homework and on studying for quizzes
and exams.
2. The researchers concluded that the main reason behind the student’s
procrastination is laziness and the high expectations of others to the outputs of
the students that’s why they do procrastination to their task in order to produce
a highly satisfactory output.
3. Lastly, the researcher concluded that the negative effect of
procrastination to the school performance of the students is that it made them
stress during deadlines and if this activity done repeatedly it can cause
depression to the students. More so, the researchers also concluded that there
is also positive effect of procrastination sometimes it leads students to be more
productive when under pressure but overall the researchers conclude that
procrastination have greater negative impact compared to its positive impact to
the school performance of the students.
Recommendations
In the light of the summary, findings and conclusion the following
recommendations were formulated.
1. The researchers recommend the academic track students to be
responsible enough about the homework, quizzes and exams that their teacher
had given to them ahead of time to avoid procrastination and stress during
deadlines.
2. The researchers recommend the teachers to know more about the
reasons of the student why they do procrastinate in school so that in the near
future they can formulate a remedy in order for the students to avoid making
min their tasks on deadlines.
3. The researchers recommend the parents to continue monitoring the
school performance of their children so that they will be aware about the
activities that their children are doing on school and also to give advice or help
to the learners get problems whenever they get problems regarding
procrastination.
Appendix A
SAMPLING
48 ÷ 227=0.21 or 21%
Strand/
Male
Female
Total Population
Section
STEM-
(n)
(%)
SS
(n)
(%)
SS
(n)
(%)
SS
28
21%
6
16
19%
3
45
20%
10
6
33%
2
26
19%
5
32
17%
9
6
33%
2
25
20%
5
42
18%
9
20
20%
4
19
21%
4
39
17%
8
15
20%
3
27
22%
6
31
14%
7
14
21%
3
25
20%
5
32
14%
7
19
138
100%
50
Franklin
ABM
-Franc
ABMForex
GASFluorite
HUMSS
-Foster
HUMSSFavilla
Total
89
28
Appendix B
REASONS OF PROCRASTINATION AND ITS EFFECT TO THE SCHOOL
PERFORMANCE OF THE ACADEMIC TRACK STUDENTS
SURVEY QUESTIONNAIRE
Name
(Optional):
Section:
Gender: Male (
) Female (
)
Part I: Number of Students Experienced Procrastination
Direction: Kindly indicate your answer by putting a check (√) to the statement
that correspond your answer.
Please answer honestly.
1. ) Have you experienced procrastination on making homework?
Yes
No
2. ) Have you experienced procrastination on studying for quizzes and exam?
Yes
No
If your answer is YES, please proceed to Part II.
If your answer is NO, please return this questionnaire to the researcher.
Part II: A. Reasons behind Procrastination of the Grade 12 Academic
Track
Students.
General Direction: Please indicate your opinion about each statement below
based on the 5 point Likert Scale.
Put a check to the space provided in accordance to the number that
corresponds your answer.
5
4
3
Scale
Always
Often
Sometimes
Descripti
on
At all
times; on
all
occasions
Frequently;
many
times
At times;
now and
then
2
1
Rarely
Never
Not often
At no time in
the past or
future; not
ever
What are the reasons behind your procrastination in school?
I procrastinate in
school because:
Always
(5)
Often
(4)
Sometimes
(3)
Rarely
(2)
Never
(1)
1. I am lazy
2. I lack
self-confidence to
do the task given to
me.
3. I am not in the
mood to do the
task.
4. I forgot the task
given to me.
5. I feel that other
people have high
expectation to me.
Part II B: Effects of Procrastination to the School Performance of the
Grade 12 Academic Track Students.
What are the effects of procrastination to your school performance?
Statement
1. Procrastination
develops my
anxiety in failing
my task in school.
2. Procrastination
made me stress
during deadlines.
3. Procrastination
makes me
unhealthy/
unproductive.
4. Procrastination
leads me to
become more
productive when
under pressure.
5. Procrastination
develops my time
management
skills and
discipline.
Always
(5)
Often
(4)
Sometimes
(3)
Rarely
(2)
Never
(1)
6. Procrastination
makes my
problem end up
getting solved
without any effort.
*Thank you for your cooperation! God Bless you!
Validated By:
Appendix C1
SCALE
Rating
Description
4.1-5.0
3.1-4.0
2.1-3.0
1.1-2.0
0.1-1.0
Always
Often
Sometimes
Rarely
Never
Reasons Behind Procrastination of Grade 12 Academic Track Students
Respondents
Q1
Q2
Q3
Q4
Q5
Total
Average
Description
R1
3
3
3
2
3
14
2.8
Sometimes
R2
3
4
3
2
4
16
3.2
Often
R3
4
3
5
2
1
15
3
Sometimes
R4
5
4
3
3
3
18
3.6
Often
R5
2
3
3
3
3
17
3.4
Often
R6
3
1
2
3
4
13
2.6
Sometimes
R7
3
2
2
3
5
15
3
Sometimes
R8
4
5
4
4
5
22
4.4
Always
R9
3
2
2
3
3
13
2.6
Sometimes
R10
3
2
3
3
3
14
2.8
Sometimes
R11
3
2
4
4
2
15
3
Sometimes
R12
3
3
2
2
4
14
2.8
Sometimes
R13
3
2
3
2
5
15
3
Sometimes
R14
1
2
3
3
2
11
2.2
Sometimes
R15
4
2
5
4
3
18
3.6
Often
R16
4
2
5
4
5
20
4
Often
R17
3
3
4
4
3
17
3.4
Often
R18
3
4
3
3
4
17
3.4
Often
R19
3
1
2
1
1
8
1.6
Rarely
R20
3
3
3
4
3
16
3.2
Often
R21
3
2
3
3
4
15
3
Sometimes
R22
3
3
3
3
3
15
3
Sometimes
R23
3
2
2
2
1
10
2
Rarely
R24
3
3
3
3
3
15
3
Sometimes
R25
3
4
3
3
3
16
3.2
Often
R26
3
2
2
2
1
10
2
Rarely
R27
3
4
3
3
4
17
3.4
Often
R28
3
3
3
3
3
15
3
Sometimes
R29
3
2
3
3
3
14
2.8
Sometimes
R30
5
2
3
4
5
19
3.8
Often
R31
2
3
3
5
3
16
3.2
Often
R32
5
4
4
4
3
20
4
Often
R33
3
2
3
3
3
14
2.8
Sometimes
R34
3
1
2
2
5
13
2.6
Sometimes
R35
3
3
3
3
1
13
2.6
Sometimes
R36
1
1
1
1
4
8
1.6
Rarely
R37
4
3
3
3
4
17
3.4
Often
R38
3
3
2
1
2
11
2.2
Sometime
R39
4
4
3
4
5
20
4
Often
R40
4
4
3
3
2
16
3.2
Often
R41
4
4
3
4
5
20
4
Often
R42
4
4
3
3
2
16
3.2
Often
R43
3
2
3
3
2
13
2.6
Sometimes
R44
3
2
1
3
3
12
2.4
Sometimes
R45
3
3
2
3
4
15
3
Sometimes
R46
5
4
3
4
4
20
4
Often
R47
1
1
1
1
1
5
1
Never
R48
3
3
2
2
2
12
2.4
Sometimes
x
153
14
0
2.9
715
143
3.2
13
7
2.8
151
x
13
1
2.7
3.1
3.0
Sometimes
Appendix C2
Effects of Procrastination to the School Performance of Grade 12
Academic Track Students
Respondents
Q1
Q2
Q3
Q4
Q5
Q6
Total
Average
Description
R1
4
4
3
1
1
1
14
2.3
Sometimes
R2
2
2
2
4
3
3
16
2.7
Sometimes
R3
3
3
4
2
4
2
18
3
Sometimes
R4
5
5
4
5
4
3
26
4.3
Always
R5
3
4
3
2
3
2
17
2.8
Sometimes
R6
3
4
4
4
3
3
21
3.5
Often
R7
3
4
3
3
3
4
21
3.5
Often
R8
4
4
5
4
5
5
27
4.5
Always
R9
2
3
3
1
1
1
11
1.8
Rarely
R10
3
4
4
5
3
2
21
3.5
Sometimes
R11
4
5
5
4
5
3
26
4.3
Always
R12
3
4
3
3
3
2
18
3
Sometimes
R13
4
4
4
5
3
3
23
3.8
Often
R14
1
2
2
2
1
1
9
1.5
Rarely
R15
3
4
4
3
1
2
17
2.8
Sometimes
R16
4
5
4
4
3
2
22
3.7
Often
R17
4
5
5
4
3
3
23
3.8
Often
R18
3
2
2
3
2
4
16
2.7
Sometimes
R19
3
2
1
1
5
3
15
2.5
Sometimes
R20
1
3
3
2
3
3
15
2.5
Sometimes
R21
1
3
3
2
3
3
15
2.5
Sometimes
R22
3
2
3
3
3
3
17
2.8
Sometimes
R23
3
2
1
2
2
2
12
2
Rarely
R24
3
3
3
3
3
3
18
3
Sometimes
R25
3
5
3
5
5
3
24
4
Often
R26
3
2
1
2
2
2
12
2
Rarely
R27
5
3
4
5
5
5
27
4.5
Always
R28
3
3
3
3
3
3
18
3
Sometimes
R29
3
3
3
3
3
3
18
3
Sometimes
R30
3
4
3
5
4
2
21
3.5
Often
R31
5
5
4
3
5
5
27
4.5
Always
R32
2
2
2
5
5
4
20
3.3
Often
R33
3
2
1
3
3
3
15
2.5
Sometimes
R34
5
5
3
4
4
3
24
4
Often
R35
3
4
1
3
3
1
15
2.5
Sometimes
R36
1
1
1
3
3
5
14
2.3
Sometimes
R37
5
5
5
2
1
2
20
3.3
Often
R38
4
4
4
3
2
1
18
3
Sometimes
R39
4
4
5
4
5
5
27
4.5
Always
R40
4
3
4
3
3
3
20
3.3
Often
R41
4
4
5
4
5
5
27
4.5
Always
R42
4
3
4
3
3
3
20
3.3
Often
R43
4
4
2
3
4
2
19
3.2
Often
R44
1
2
1
4
4
2
14
2.3
Sometimes
R45
2
4
3
1
1
1
12
2
Rarely
R46
3
5
5
4
3
5
25
4.2
Always
R47
1
2
1
1
1
1
7
1.2
Rarely
R48
4
4
4
2
1
2
17
2.8
Sometimes
x
15
1
3.1
166
150
150
148
134
899
149.5
3.5
3.1
3.1
3.0
2.8
x
3.1
Often
Appendix D
DOCUMENTATION
Appendix E
September 16, 2019
Grace J. Billones
Grade 12 Level Chairperson
Polomolok National High School
Dear Ma’am:
Greetings!
We Earl Joshua Betalac, Charlene Grace Bernal, Retchelle An Oripaypay and
Jessa Mae Hesulga student-researcher from HUMSS - Foster, would like to ask a
permission to conduct our study entitled “Reasons of Procrastination and its Effect
to the School Performance of the Grade 12 Academic Track Students” within the
premises of Polomolok National High School Senior High Building.
We are hoping for your approval. Thank you and God bless.
Respectfully yours,
Earl Joshua Betalac, et al.
Grade 12 Researchers
Noted by:
Approved By:
Mrs. Karen A. Zambra
Grace J. Billones
Practical Researcher 2 Teacher
Grade 12 Level Chairperson
EARL JOSHUA A. BETALAC
Maria Rosa Village, Brgy. Poblacion
Polomolok, South Cotabato
Mobile Number: 09463840413
Email Address: earljoshuabetalac@gmail.com
PERSONAL DATA:
Birthday:
December 6,2000
Birthplace:
Polomolok, South Cotabato
Age:
18 Years Old
Sex:
Male
Civil Status:
Single
Religion:
Southern Baptist
EDUCATIONAL BACKGROUND:
Senior High School: Polomolok National High School
(SY: 2018-Present)
Junior High School: Polomolok National High School
(SY: 2014-2018)
Elementary School: Eustacio Barcatan Elementary School
(SY 2008-2014)