THE PERCEIVED LEVEL OF EFFECTIVENESS OF THE POMODORO TECHNIQUE
ON PROCRASTINATION HABITS AMONG SELECTED STUDENTS OF THE
JUNIOR HIGHSCHOOL DEPARTMENT
A Research Paper
Presented to
The Junior High School Department
of Northeast Luzon Adventist College
Mabini, Alicia, Isabela
In Partial Fulfillment
of the Requirements in Araling Panlipunan, English, Filipino, and Math 10
Prepared by:
Hanna N. Cabero
Jilliane Hope M. Cagurangan
Zane Ivan L. Danao
Realyn J. Enterina
Ethan Bryce N. Feliciano
Quirid J. Gannod
Shekinah A. Ignacio
Lance Blake B. Infante
April 2025
CHAPTER I
INTRODUCTION
Background of the Study
For many students, their habits of procrastination heavily affect their academic life,
affecting them mentally and emotionally, leading to burnout. Academic performance is
seriously threatened by procrastination, needing focused interventions to assist students in
overcoming this widespread problem. Understanding procrastination habits and their impact
on academic life is essential for identifying effective solutions to support students in
managing their time more wisely.
A lot of junior high school students struggle with delaying schoolwork, which can
make it difficult for them to properly manage their responsibilities. People tend to delay
things even if they know that it has many negative consequences to face. Everyone develops
this undesirable habit. Cramming is a common activity among people who disregard tasks
that must be completed quickly, and procrastination is the main reason for this behavior.
In a research study by Hooda & Saini (2016), procrastination is considerably more
widespread among students than in the general population, with over 70 percent of students
reporting procrastination for assignments at some point. Given the challenges of
prioritization and lack of time management, students are most likely to fail or drop out
of an online course due to the absence of time in doing academic works, time management
is critical in academic achievement in general must be given importance to defeat the
declination of finishing projects and assignment (Sugay, 2021). The Pomodoro Technique
was invented in the early 1990s by developer, entrepreneur, and author Francesco Cirillo.
He named the system “Pomodoro” after the tomato-shaped timer he used to track his
work as a university student. When faced with any large task or series of tasks, break
other work down into short, timed intervals called “Pomodoros” that are spaced out by
short breaks (Henry, 2019).
Taking shorter breaks allows for increased levels of productivity and focus. The
thought many people have is that a longer period of concentration will help us to get more
done. The reality is, the more we are in those concentrated states, the more we lose track
of the allotted time and this can mean that tasks actually take longer than we intend them
(Ontario, 2023).
Pham (2018) states that the Pomodoro Technique can increase productivity and is a
great way to beat procrastination at the start of your day. If you begin your day right, it
is much easier to get things done later in the day. Due to increased activity on social
media, today’s procrastination is related to social networks and Internet dependency. It is
affecting people’s work efficiency, confidence, and well-being. However, at present, solutions
for procrastination are still underdeveloped. The majority of these solutions are time
management tools and apps that rely on smartphone usage, which will create new distractions
(Zhang, 2020).
In a local study conducted by Nartea, Samaka, and Javier (2020), even the best
international school in the Philippines was having issues when it comes to the students'
circumstances that are procrastinating. It seems like only a few are able to avoid this
destructive habit. They are setting themselves up for failure because time management is a
big part of becoming successful in life. This is the opposite of a study by Korstange, Craig,
& Duncan (2019) that implies the upshot is that not all procrastination is detrimental.
Instead, strategically delaying tasks can result in comparable academic success to nonprocrastination. The implication is that students should be encouraged to develop a
comprehensive and strategic plan for completing their work, rather than being told to avoid
procrastination as a blanket statement. The act of delaying work itself is not enough to
predict negative results (Korstange, Craig, & Duncan, 2019).
A research conducted by Fauzan & Aniyatussaidah (2024) indicates that the Pomodoro
Technique can make us punctual, because time is organized into several parts, and from
these parts of time we can determine the activities to be carried out, so that there is
positive pressure that produces enthusiasm to be able to carry out activities at each specified
time. With good time management, there will be no more delays in assignments, and it
will keep us disciplined, especially in academic activities.
In conducting this research, students from Northeast Luzon Adventist College Inc.
will gain more information on how they spend their time studying and understanding how
the Pomodoro Technique can affect their procrastination habits. As the researchers studied
the problem, they encountered difficulties in the areas of procrastination habits as the
information about it is still limited. Previous research concentrated more on the academic
performance impact of the pomodoro technique, leaving a gap in understanding how it
directly influences the procrastination habits of students. The researchers conducted this
study with an aim to address the procrastination habits among junior high school students.
Statement of the Problem
This research study intends to determine the perceived level of effectiveness of the
Pomodoro Technique on procrastination habits of selected NELAC students.
This study answers the following questions:
1.What is the demographic profile of the selected students in terms of the following:
a. sex; and
b. grade level
2.What is the perceived level of effectiveness of the Pomodoro Technique in reducing
procrastination habits among selected students?
3. Is there a significant difference between the perceived level of effectiveness as to the selected
students’ sex and grade level.
Objectives of the Study
The aim of this study is to:
1. To identify the demographic profile of the students according to their sex and grade
level.
2. To determine the perceived level of effectiveness of the Pomodoro Technique in reducing
procrastination habits of selected students.
3. To determine if there is a significant difference when it comes to the perceived level of
effectiveness of the Pomodoro Technique according to students’ sex and grade level.
Hypotheses
a. Null Hypothesis (Ho): The Pomodoro Technique has no significant difference among
the sex and grade level on the procrastination habits of selected NELAC students.
b. Alternative Hypothesis (H1): The Pomodoro Technique has significant differences
among the sex and grade improving and reducing procrastination habits among selected
junior high school students.
Significance of the Study
This research offers benefits to the following:
Students. It will allow students to have a better awareness of how they spend their time.
It will lead students to practice a productive academic life.
Teachers. This study will provide information for teachers for them to understand the
learning technique of students who struggle with procrastination habits. Teachers will observe
better concentration, performance, and productivity from students.
Future Researchers. It will bring more ideas to future researchers as they can use this
information to better understand and to make their research precise and accurate.
Parents. Through this study, the parents of the students can help them manage their time
better so that they will avoid academic burnout and procrastination.
Scope and Delimitation
This research investigates the effectiveness of the Pomodoro technique on the
procrastination habits of junior high school students at Northeast Luzon Adventist College Inc.
during the 2024-2025 school year. The study focuses among of the Junior high school
students with the total number of 40 students who utilizes the Pomodoro technique, which
involves structured study intervals followed by short breaks, aiming to enhance concentration
and reduce procrastination.
Definition of Terms
Burnout. Academic burnout in students is a state of emotional, physical, and mental exhaustion
caused by prolonged or excessive academic stress.
Perceive. The way students view or interpret the effectiveness of the Pomodoro Technique in
managing their procrastination.
Pomodoro Technique. A time management tool designed to help you fight procrastination,
maintain focus, and increase productivity.
Pomodoros. It refers short timed intervals of work used in the pomodoro technique
Procrastination Habits. Practices that are considered to be a severe threat to a student's academic
achievement, affecting students’ ability to manage time and complete tasks productively.
Time Management. The ability to effectively plan and control how one spends their time on
different activities, particularly in academic tasks, to maximize productivity and minimize
procrastination.
CHAPTER II
Methodology
This chapter aims to provide information about methods in this research. This includes
the research design, conceptual framework, paradigm of the study, subject of the study and
sampling scheme, statistical analysis, data gathering instrument, collection of data, and ethical
consideration.
Research Design
In this study, the researchers used a quantitative research design to measure the perceived
level of effectiveness of the pomodoro technique on the procrastination habits of the students who
utilize the study technique in their studies. Quantitative research involves a set of strategies,
techniques, and assumptions used to study psychological, social, and economic processes by
analyzing numeric patterns (Coughlan & Brydon-Miller, 2014). This approach helps the
researchers to gather numerical data through surveys or questionnaires, allowing them to analyze
how well the respondents perceive the technique in improving their productivity and time
management. It also provides clear and reliable results that can be used to understand its overall
impact.
Conceptual Framework
Cognitive Load Theory (CLT), proposed in 1988 by John Sweller, suggests that our
working memory is only able to hold a small amount of information at any one time and that
instructional methods should avoid overloading it in order to maximize learning. Although initially
introduced by John Sweller in the late 1980s, CLT has gained significant recognition in recent
years for its profound implications on learning outcomes and instructional design (Williams,
2023). The Cognitive Load Theory provides valuable insights for students and educators, enabling
them to improve teaching and learning practices while considering the brain's capacity and how it
retrieves information.
Data Gathering Instruments
The study used a questionnaire as the primary instrument for gathering information. The
first part includes the demographic information about the respondents, including the sex and grade
level. The second section assesses the perceived level of effectiveness of the Pomodoro Technique
on procrastination habits, which are categorized into three categories of procrastination based on
the severity, behavioral and motivational types, and will consist of 15 items.
Collection of Data
The researchers started the collection of information by asking permission from the
principal of the junior high school department to formally start the distribution of the survey
questionnaires. The researchers supervised in maintaining the privacy of the respondents by
keeping the answers of the respondents discreet. To collect the needed data, the researchers
distributed a printed questionnaire that was given to the respondents. Before the distribution of the
questionnaires to the respondents, a pilot test was first conducted in the senior high school
department for the reliability and validity of the questionnaire. After the gathering of data, the
researchers analyzed the presented answers to address the goal of the study.
Statistical Treatment
This study was systematically organized based on the research design and the formulated
problem. To analyze the data, JASP, a statistical software tool, was utilized. The statistical analysis
involved the use of percentages and frequencies to determine the demographic profile of the
respondents. The mean score and the weighted mean was calculated to assess the perceived
effectiveness of the technique. Additionally, a T-test was conducted to determine if there was a
significant difference based on sex, while an ANOVA was conducted to analyze based on grade
levels.
Paradigm of the study
FIGURE 1.0
Independent Variable
Dependent Variable
a. sex
b. grade level
Perceived Level of
Effectiveness of the
Pomodoro Technique in
Reducing Procrastination
Habits
Figure 1.0 shows the
profile of the students according to their sex and grade level were the independent variables and
the Pomodoro Technique as the dependent variable taken into consideration. These demographic
profiles of the students were set as independent variables in order to measure the perceived level
of the pomodoro technique in the procrastination habits of the selected students.
Subject of the Study and Sampling Scheme
This study will use purposive sampling is a non-randomized sampling technique that
selects respondents who use the Pomodoro Technique. Purposive sampling is the intentional and
strategic selection procedure that uses samples to explore their specific characteristics (Bisht,
2024). The criteria behind the given sampling is to see the effectiveness of the technique when it
comes to varying procrastination levels of the selected students.
Locale of the Study
The school that served as the site in conducting a research study about the perceived level
of effectiveness of the Pomodoro Technique is Northeast Luzon Adventist College’s Junior High
School Department.
Ethical Consideration
To provide a safe and harmless research study, the researchers followed the relevant rules
established by the junior high school department. The researchers guaranteed that a respondent’s
privacy and personal data are appropriately maintained.
CHAPTER III
Results and Discussion
Table 1. Demographic Profile of the Respondents
Variable
Gender
Frequency
%
Female
Male
21
19
40
52.500
47.500
100.000
Grade 7
Grade 8
Grade 9
Grade 10
2
5
2
31
40
5.00
12.500
5.000
77.500
100.000
Total
Grade Level
Total
Table 1 shows the demographic profile of the respondents based on their sex and grade
level. Out of a total of 40 respondents, 21 are female, accounting for 52.5% of the sample, while
19 are male, making up 47.5%. These respondents participated in the survey questionnaire.
Among the respondents, 2 (5.00%) were from the 7th grade, 5 (12.500%) were from the
8th grade, another 2 (5.00%) were from the 9th grade, and the majority, 31 (77.500%), were from
the 10th grade.
Table 2. Perceived Level of Effectiveness of The Pomodoro Technique
Questions
1. I was able to lessen my desire to complete tasks
perfectly because of the Pomodoro Technique.
2. I was able to lessen my fear of making mistakes
by using the Pomodoro Technique.
3. I was able to lessen my habit of wanting pressure
to finish projects by using the Pomodoro
Technique.
4. I was able to lessen my fear of negative results
by using the Pomodoro Technique.
5. I felt less overwhelmed by activities after using
the Pomodoro Technique.
6. I was able to improve in doing tasks until the
very last minute thanks to the Pomodoro
Technique.
7. I was able to pass on time more successfully
thanks to the Pomodoro Technique.
8. I was able to lessen purposely delaying academic
assignments by using the Pomodoro Technique.
9. My procrastination-related stress and guilt were
lessened thanks to the Pomodoro Technique.
10. I was able to see procrastination as less of a
problem in my life because of the Pomodoro
Technique.
11 .When I wasn’t sure how to begin a task, I used
the Pomodoro Technique.
12. I was able to approach activities more
efficiently thanks to the Pomodoro Technique.
13. By using the Pomodoro Technique, I was able
to overcome my fear of making mistakes.
14. I was able to reduce my reliance on deadline
pressure by using the Pomodoro Technique.
15. I was able to lessen the delay of doing
schoolwork to do more enjoyable activities thanks
to the Pomodoro Technique.
Mean
3.525
3.625
Description Verbal Interpretation
Agree
Effective
Agree
Effective
Agree
Effective
Agree
Effective
Agree
Effective
Agree
Effective
Agree
Effective
Agree
Effective
Agree
Effective
Agree
Effective
Agree
Effective
Agree
Effective
Agree
Effective
Agree
Effective
Agree
Effective
3.875
3.875
3.925
3.925
4.050
4.025
3.850
3.975
4.150
4.125
4.000
4.075
4.250
AWM
3.980
Agree
Effective
LEGEND
Scale
1
2
3
4
5
Numerical Rating
1.00-1.80
1.81-2-60
2.61-3.20
3.21-4.60
4.61-5.00
Descriptive Rating
Strongly Disagree
Disagree
Slightly Disagree
Agree
Strongly Agree
Verbal Interpretation
Not Very Effective
Not Effective
Slightly Effective
Effective
Extremely Effective
Table 2 displays the perception of the students regarding the effectiveness of the pomodoro
technique in their procrastination habits. The mean score and corresponding description are
presented for each question. The highest mean score of 4.25, categorized as “effective,” was
recorded for item number 10 (“I was able to lessen the delay of doing schoolwork to do more
enjoyable activities thanks to the Pomodoro Technique”). This suggests that most respondents felt
the technique helped them reduce procrastination, emphasizing its effectiveness.
On the other hand, item number 1 (“I was able to lessen my desire to complete tasks
perfectly because of the Pomodoro Technique”) which is still accepted as “effective” but indicates
that although the technique is effective in improving their habit to put off schoolworks to do
enjoyable things, it still not as effective when it comes to their habit of wanting to perfect their
tasks. The average weighted mean in the overall statements is 3.98, demonstrating an effective
perception of students in their utilization of the pomodoro technique.This indicates that students
believe that the pomodoro technique is effective in aiding their procrastination habits.
Table 3. Independent Samples T-Test
AWM
t
df
p
1.250
38
0.219
Table 3 presents the finding that there is no significant difference in the effectiveness of
the Pomodoro technique according to the respondents’ sex. The statistical analysis revealed that
there is no significant difference in how male and female respondents perceive the effectiveness
of the technique. The p-value of 0.219 is higher than 0.05, which indicates if there is a significance.
Thus, the results suggest that the technique can be equally beneficial regardless of sex,
which supports the Null Hypothesis of the study that states that the Pomodoro Technique has no
significant difference among the sex and grade level on the procrastination habits of selected
students
Table 4. ANOVA - AWM
Cases
Sum of Squares
df
Mean Square
F
p
GLVL
0.451
3
0.150
0.56
7
0.640
Residuals
9.546
36
0.265
Note. Type III Sum of Squares
Table 4 presents the analysis of the significant difference in the perceived effectiveness of
the Pomodoro Technique based on the respondents’ grade levels. The statistical results indicate
that the p-value is 0.640, which is greater than the significance range of 0.05. This suggests that
there is no statistically significant difference in how students from different grade levels perceive
the effectiveness of the Pomodoro Technique.
In other words, the results suggest that the technique can be equally beneficial regardless
of all grade levels—whether in 7th, 8th, 9th, or 10th grade— which supports the null hypothesis
of the study that states that the Pomodoro Technique has no significant difference among the sex
and grade level on the procrastination habits of selected students.
Conclusion
Based on the results, the majority of students who utilize the Pomodoro Technique are from
the 10th grade. In overall, the results show that the students show an “Effective” perception in the
effectiveness of the Pomodoro Technique in dealing with their procrastination habits. Furthermore,
data analysis reveals no significant difference in the perceived effectiveness of the Pomodoro
Technique between male and female respondents or across different grade levels.
Recommendations
Students. The Pomodoro Technique is a time management strategy that can enhance
students' productivity and focus. By studying in short intervals with breaks, students can avoid
cognitive load and improve concentration. Identifying the advantages and disadvantages of other
time management methods like the Pomodoro Technique could help students choose the most
effective approach for their needs. Teachers, mentors, or school counselors should be consulted if
procrastination continues.
Teachers. Teachers should integrate discussions on procrastination and time management
into their lessons, helping students recognize how putting off tasks until the very last minute can
negatively affect their academic performance. In order for students to work and begin earlier,
assignments and projects should be prepared to encourage them to plan ahead rather than rush at
the last minute.
Future Researchers. Future research could look into how the Pomodoro Technique
affects students' academic performance and long-term impacts in dealing with procrastination.
Deeper insights might also be obtained by comparing the Pomodoro Technique to other time
management techniques. Future studies could examine the advantages of the Pomodoro Technique
for elementary, senior high school, and college students.
Parents. Parents should assist their kids in avoiding procrastination-related academic
burnout by giving ways for them to rest and reset their minds. Parents can help ensure that their
children have better focus and discipline by using the Pomodoro Technique into their academic
lives.
References
Bisht, R., (2024) What is Purposive Sampling? Methods, Techniques, and Examples Retrieved
from: https://researcher.life/blog/article/what-is-purposive-sampling-methods-techniquesand-examples/ (Feb 2, 2024)
Coghlan, D., & Brydon-Miller, M. (2014) Quantitative and Qualitative Research Retrieved from:
https://libguides.uta.edu/quantitative_and_qualitative_research/quant (Jan 30, 2025)
Fauzan, A., & Aniyatussaidah, (2024), Literature Review: The Application Of The Pomodoro
Technique To Reduce Academic Procrastination Levels Among Students In Completing
Thesis retrieved from: https://journal.epublish.id/index.php/icobba/article/view/6/ (Jan
29,2025)
Henry, A. (2019) Productivity 101: An Introduction to The Pomodoro Technique retrieved from:
https://lifehacker.com/productivity-101-a-primer-to-the-pomodoro-technique1598992730 ( Jan 20, 2025)
Hooda, M., & Saini, A. (2016) Academic Procrastination ; A Critical Issue for Consideration
Retrieved
from:
https://www.researchgate.net/publication/327337740_Academic_Procrastination_A_Criti
cal_Issue_for_Consideration (Dec 13,2025)
Korstange,
R.,
Craig,
M.,
&
Duncan,
M.,
https://eric.ed.gov/?id=EJ1234437 ((Jan 19,2025)
(2019)
Retrieved
from:
Nartea, Samaka, and Javier (2020) Millenial’s Procrastination: Factors and its Relation to
Academic
Performance
Retrieved
from:
https://www.researchgate.net/publication/343064526_ (Mar 28, 2025)
Ontario, H., (2023) How the Pomodoro Method Can Help Manage Anxiety Retrieved from:
https://hillelontario.org/pomodoro/# (Feb 2,2025)
Pham, T., (2018) The Ultimate Guide to The Pomodoro Technique Retrieved from:
https://www.google.com/amp/s/www.asianefficiency.com/motivation/pomodorotechnique-ultimate-guide/amp/ (Jan 20,2025)
Shatz, I., (2025) Procrastination Types: Understanding the Different Ways People Procrastinate
Retrieved from: https://solvingprocrastination.com/procrastination-types/ (Mar 30, 2025)
Sugay, J., (2021) globusedujournal.in Retrieved from: https://www.globusedujournal.in [PDF] the
effects of pomodoro technique on academic-related tasks (Jan 19, 2025)
Williams, D., (2023) The importance of cognitive load theory (CLT) Retrieved from: https://set.etfoundation.co.uk/resources/the-importance-of-cognitive-load-theory (Jan, 30, 2025)
Zhang, K., (2020) DISTRACTION ELIMINATION WORKSTATION Retrieved from:
https://www.proquest.com/openview/7748ab96f326ee9ce67a3ff71ec866f6/1?pqorigsite=gscholar&cbl=18750&diss=y (Jan 30, 2025)