GROUP 4

Procrastination: Its Effect in the Academic Performance of Grade 12 Students

Chapter 1
Introduction
In the time we live in and the educational environments of contemporary countries, acade
mic procrastination is seen as a widespread phenomena.Students who procrastinate may experien
ce problems with time management, academic achievement, emotionalwellbeing, and mental an
physical health.Students commonly procrastinate, with prevalence rates that are double or even tr
iple those of the working population. Academic procrastination is considered a domain-specific
form of self-regulation failure
Procrastination is a typical issue that many students address during their academic careers.
It refers to the practice of putting off tasks or assignments, sometimes preferring short-term
pleasure or avoidance above long-term goals. Procrastination can occur for a variety of reasons,
including a fear of failure, a lack of desire, inadequate time management skills, or feeling
overwhelmed by the assignment. Procrastination, on the other hand, can have a negative impact
on academic achievement, resulting in stress, missed deadlines, and poorer grades. Overcoming
procrastination frequently takes self-discipline, good time management skills, and finding ways
to increase motivation, such as dividing activities into smaller, achievable steps and creating
clear goals.
Procrastination, if unchecked, turns into “Mamaya na” or Mañana Habit. It will bind you
and me to a life of mediocrity, shame, and guilt. If we don’t stop procrastination, we will be
sabotaging our success. But if we will act on it, we will be free.
According to Menguin (2021) Procrastination is a silent dream killer. It steals from you,
without your notice, your big and most important goals. Don’t let opportunities slip away. Act
now and achieve your biggest goals.
According to Steel and Klingseick (2016), procrastination is a well-known, almost
commonplace phenomenon among students. Additionally, it is stated by Svartdal et al. (2020),
that academic procrastination is a form of irrational delay.
Students tend to procrastinate more when faced with a harder academic work, opting to
do it on another day due to being overwhelmed, or indulging in their desires. This repeats over
and over again until the student no longer has enough time to actually finish the academic work.
This leads to the student panicking about the deadline of passing resulting in rushed outputs and
the student getting a lower score.
Duckworth et al. (2016) stated that procrastination means that individuals succumb to
temptations in their environment, such as the gratification of social and entertainment needs,
electing their short-term rewards over the long-term benefits of tasks that are less enjoyable but
require completion. Additionally, it is stated by Serios and Pychyl (2013), that procrastination is
a pattern of self regulation failure or self-defeating behavior. In addition, Sheybani et al. (2017),
also states that procrastination is a self-regulation failure.
Du J. and van Koningsbruggen G. M. (2019) stated that, when people checked social
media habitually, or strongly experienced the online ubiquity of social media, or perceived
strong disturbances from social media notifications, they were more likely to fail to control their
social media use.
(Muslikah, M., & Andriyani, A., 2018). These studies show that procrastination still
emerges as a crucial problem among students. A study conducted in senior high schools in East
Java in 2019 showed that 50% of the students procrastinates in term of cognitive (their
perception of procrastination), affective (their feeling when procrastinate), and psychomotor
(problems leading to procrastination). Haghbin and Pychyl (2013) completed a study in which
2,700 participants completed an online survey that asked, "To what extent is procrastination
having a negative impact on your happiness?" Almost half reported "quite a bit" or "very much,"
and one person in five (18%) reported an "extreme negative effect." Thus, the majority of people
in this study indicated procrastination has a negative impact on their lives. (Saracaloglu et al.,
2018). Accordingly, it is necessary to depict senior high school students’ academic
procrastination from both teachers’ and students’ perspective. The purpose of the present study
was to obtain a holistic depiction of students’ academic procrastination from cognitive, affective,
and behavioral perspectives.
Smitha Dev (2018) found a marked negative correlation from the variable of
Procrastination Behavior with Stress Tolerance, study habits, and academic achievement among
students studying in India & UAE. It is believed that failures to meet deadlines could not be a
strong indicator of low performance, which is generally assessed by external agents rather than
by individual’s own judgement (Kim & Seo, 2015). Ferrari (2017) asserts, “Everybody
procrastinates, but not everybody is a procrastinator.” 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.
Since procrastination is so common within academic settings, Marjory Stoneman
Douglas High School students have a variety of opinions and experiences regarding the matter.
Studies by National University have shown that at least 86% of high school students have
admitted to procrastinating on assignments, proving just how recurrent the phenomenon
What a student is procrastinating on plays a key role in why students choose to
procrastinate at all. Many choose to put off a task if they do not enjoy it or find it uninteresting
and dull; if something seems unappealing, it makes them want to do it less, thus they push it off
more.
 In a study conducted Davao Doctors College inc., it stated that deliberate delay of a work
to a later time is known as procrastination, and it can have detrimental effects on people
including increased stress. By no means is procrastination a recent phenomenon. It is still going
strong now after a lengthy existence. Everyone in the general population struggles with
procrastination, whether they are adults or teenagers. Furthermore, the majority of study have
demonstrated that procrastination is frequently linked to a range of dysfunctional thoughts and
behaviors that may reduce someone's capacity for productivity (Cherry, 2020).
In a study conducted in Pangasinan State University by Sudio et al. (2022), it is stated
that procrastination is frequently a form of self defense by students to always feel confident in
their abilities. This means that students justify their actions by thinking that they still have time
to do their work and never feel like they are incapable of doing it due to lack of skill, but rather
due to lack of time.
The reason why we chose this study is to determine the effects of procrastination in the
academic performance of grade 12 students. Procrastination is the delaying of tasks which can
lead to missed deadlines, or poor quality of work.

Statement of the Problem

This study aims to determine the effect of procrastination in the academic performance of
Grade 12 students.
Specifically, this study sought to answer the following questions:
1. What is the demographic profile in terms of:
A) Sex:
B) Age:
C) No. Of hours spent in Playing Mobile Games
D) Viewing Habits: and
E) Grade Average:
2. What is the frequency of procrastination relative to the study habits of the
respondents?

A) Class Activity
B) Homework
C) Project
D) Quizzes/Examination
2. What is the level of seriousness of the problems associated with procrastination
interms of academic performance:
A) Class Activity:
B) Homework/Assignment:
C) Project:
 D) Examination: and
E) Recitations:
4. What recommendations can be proposed to manage procrastination in Senior High
School Students:
A) Parental Guidance:
B) School-Based Guidance:
C) Personal Guidance:

Scope and Delimitations

Scope and Delimitation refers to the parameters that define the boundaries and area of
this study.
The scope outlines the overall purpose and objectives of this research. It specifies what
the study aims to achieve and the general areas or topics this study covers.
Delimitation defines the constraints and limitations of the research. It specifies what the
study will not address or include.
Delimitations can encompass factors like the specific population or sample size, the time
frame, the geographic location, or the subjects of the study.
This study aims to determine the effects of procrastination in the academic performance
of grade 12 students in BVANHS.
The researchers will use the number of hours used in playing Mobile Games, Viewing
Habits and their Grade Average to determine the Effects of Procrastination in the Academic
Performance of Grade 12 students.
A sample of Grade 12 students of Benigno V. Aldana National High School will serve
as the study’s respondents.
This study will be conducted during the first semester of School Year 2023-2024 in the
premises of Benigno V. Aldana National High School Pozorrubio Pangasinan.
The respondents will be selected by performing Systematic Random Sampling to ensure
that there will be _ respondents per section of Grade 12. The researchers will administer a
item questionnaire to the respondents.
 This study will exclude the other procrastination aspects in the student’s life such as non-
academic procrastination.

Significance of the Study

This study will be significant in determining the effects of Procrastination in the

Academic Performance of Grade 12 students in Benigno V. Aldana National High School.
School Principal. This study can be used as an informative tool for the school principal. Results
of the chilly wound give an insight to the school principal, to build up school committees that
will focus on planning, creating, and implementing programs for students. Programs about
procrastination that will help students to reduce, prevent, avoid and focus in one objective that
will decrease procrastination among students.
OIC, SHS Assistant Principals. This study will give knowledge about the impacts of
procrastination on their student’s Academic Performance. This study can be used as an
informative tool for the Assistant Principal. As the OIC, it will assist the programs that will be
planned, created and implemented by the school committees. Programs that will have large
impacts among students.
Guidance Counselor. This study will give information that will benefit Guidance Counselor to
be responsible and provide timely support and guidance to Grade 12 students that procrastination
can hinder their ability to do their work effectively.
Master Teacher. This study will benefit the Master Teachers of BVANHS. Master Teachers
typically excel in time management, Organization, and setting a positive example for their
students. They prioritize planning, preparation, and timely execution of their teaching
responsibilities to provide the best learning experiences for their students. The results of this
study will build creative insights or a fresh perspective on teaching methods.
SHS Class Adviser. This study will benefit the Class Adviser by having proper knowledge in
advising their students about the effects of Procrastination on their Academic Performance.
Additionally, Class Advisers can help their students to avoid procrastination.
Subject Teacher. This study will benefit the teachers of Grade 12 students by adjusting the
activities and schoolwork to lessen the pressure to the students and avoid procrastination.
Students. Students will benefit from this study by becoming informed about the effects of.
procrastination on their academic performance resulting in the students being able to combat
procrastination and reduce the amount of time they waste in delaying their academic work.
Parents/Guardians. This study will benefit the parents/guardians of the Grade 12 students by
providing them with insight about the effects of procrastination on their child’s academic
performance. Additionally, the parents/guardians can help their child in preventing
procrastination by encouraging them to do their work and managing their time efficiently.
Future Researchers. This study can be used as a reference for future studies. In addition to this,
future researchers can improve upon the shortcomings of this study.

Definition of Terms
Academic Performance. In this study, academic performance refers to the class activities,
homeworks, projects, examinations, and recitations that are administered by teachers from
Benigno V. Aldana National High School.
Age. In this study, it refers to the number of years that a student has lived starting from their
birth.
Demographic Profile. In this study, demographic profile refers to: sex, age, number of hours
spent in playing mobile games, viewing habits, and grade average of the Grade 12 respondents.
Grade Average. In this study, grade average refers to the general average of the Grade 12
students in the first quarter of the first semester in BVANHS.
Procrastination. In this study, procrastination is defined as the intentional delay of academic
work by students from BVANHS.
School. In the study, the school refers to Benigno V. Aldana National High School, an
educational institution that normally provides structured learning conditions for students.
Located in Pozorrubio, Pangasinan, Philippines.
Sex. In this study, Sex is used to refer to the biological distinction between male and female
students of BVANHS.
Students. This refers to the Grade 12 students of Benigno V. Aldana National High School
located in Pozorrubio, Pangasinan, that will be included as respondents in this study.

Assumptions
The researchers formulated the following assumptions regarding procrastination and its
effects in the academic performance of Grade 12 students:
1. Procrastination is a common behavior among senior high school students.
2. Procrastination negatively affects senior high school students’ academic performance.
3. Procrastination is caused by psychological factors.
4. Extensive Social Media usage can induce procrastination.
5. Social Influence from Peers, Parents, and Teachers can affect the procrastination of
senior high school students.
6. Interventions that address procrastination can improve the academic performance of
senior highschool students.
 Chapter 2
Review of Related Literature

Foreign Literature
Goroshit M. (2018) stated that academic procrastination was investigated in relation to
academic performance and potential interventions. The research found that academic
procrastination negatively impacted final exam grades and online course participation. However,
final exam grades were positively associated with certain aspects of online course participation.
Combined, studying procrastination and online course participation explained a significant
portion of the variance in final exam grades. Notably, frequent activity on the course website had
a strong positive effect on final exam performance. These findings underscore the detrimental
impact of procrastination on academic outcomes and highlight the importance of developing
interventions to address this issue in educational settings.
Du J. and van Koningsbruggen G. M. (2019) stated that the focus was on the challenges
faced by social media users in controlling their usage when they have important tasks. They
examined four potential factors - immediate gratifications, habitual checking, ubiquity, and
notifications - that could lead to social media self-control failure (SMSCF). The study involved
590 daily social media users and found that habitual checking, perceiving the ubiquity of social
media, and experiencing strong disruptions from notifications were all associated with a higher
likelihood of SMSCF. However, immediate gratifications related to social media use did not
predict SMSCF. This research pinpointed factors contributing to difficulties in self-control
among social media users.
Ahmed, et al. (2023) stated that academic procrastination among students was prevalent,
particularly in tasks like studying for exams and keeping up with assignments. However,
administrative tasks saw a lower degree of procrastination. Reasons cited for procrastination
included fear of failure, lack of motivation, poor time management, and social anxiety.
Uninteresting and boring tasks further contributed to low motivation, driven by fear of failure,
feelings of inadequacy, and peer pressure. The study suggests implementing measures such as
discipline, gratification strategies, time management, assertiveness training, setting realistic goals,
and encouraging self-reflection to combat student procrastination.
Zack, S. and Hen, M. (2018) stated that Procrastination is a widespread phenomenon in
academic settings. It has been studied from many different theoretical angles, and a variety of
causes and consequences have been suggested. Recent studies support the notion that academic
procrastination can be seen from a situational perspective and as a failure in learning self-
regulation. It suggests that interventions should address situational as well as deficits in self-
regulation to help students overcome their procrastinating tendencies. The present review
examined the recent literature on causes and consequences of academic procrastination and the
limited number of studies of academic interventions for academic procrastination. Findings of
this review strengthen the need to further study the topic of academic interventions for academic
procrastination and to develop effective interventions. At the end of this review, several
suggestions for the development of academic interventions are outlined
Jones, & Blankenship. (2021) stated that Procrastination presents problems not only for
undergraduate students, but also for undergraduate faculty, and the effects of student
procrastination on academic performance is a joint concern. This two-year follow up study seeks
to better understand the relationship between academic performance and the actual time of
submission of assignments relative to the deadline imposed on those submissions. The authors
investigated the effect of academic assignment submission time and the academic grades earned
before, on, and after the assignment submission deadline. These results continue to suggest that
the earlier assignments are submitted, the higher the grades tend to be. Therefore, online faculty
need to encourage undergraduate online students to develop a better understanding of the
potential benefits of adopting the habit of earlier submission of assignments.
Skillgate, et al. (2023) University students have a lot of freedom but not much structure.
This can be bad for habitual procrastinators. Studies have shown that at least half of university
students procrastinate to a level that is potentially harmful to their education. But this may not be
the only negative result of putting things off until a later date. Studies have found a link between
procrastination and poor health. It is associated with higher levels of stress, unhealthier lifestyles
and delays in seeing a doctor about health problems. To understand how procrastination relates
to later health outcomes, students with a greater tendency to procrastinate (as scored on a
procrastination scale) at the start of the study were compared with students with a lower
tendency. The results showed that higher levels of procrastination were associated with
somewhat higher symptoms of depression, anxiety and stress nine months later. Students with
higher levels of procrastination were also more likely to report disabling pain in the shoulders or
arms (or both), worse sleep quality, more loneliness, and more financial difficulties. These
associations remained even when we took other factors that could affect the association into
consideration, such as age, gender, parents’ level of education, and previous physical and
psychiatric diagnoses. Although no specific health outcome was strongly associated with
procrastination, the results suggest that procrastination may be of importance for a wide range of
health outcomes, including mental health problems, disabling pain, and an unhealthy lifestyle. As
mentioned above, in earlier studies, participants were only assessed at one point in time, making
it hard to know which of the conditions came first: procrastination or poor health. By getting
students to answer questionnaires at several time points, we could be sure that high
procrastination levels were present before we measured their health. But it is still possible that
other factors not accounted for in our analysis could explain the associations between
procrastination and subsequent poor health outcomes. Our results are not proof of cause and
effect, but they suggest it more strongly than earlier “cross-sectional” studies.
Local Literature
According to Valerio (2017), procrastination is a tendency of someone whenever he/she
doesn’t feel to make his/her works earlier the date of deadline. Procrastination is very alarming,
since this practice might be brought by someone until their collegiate days, or even in their work
mannerisms, which is very difficult for them. This eventually become a habit, and became a
culture Filipinos might find as a normal thing. Procrastination brings several negative effects to
the students when they practice it doing it. As stated above, it is a difficult thing for someone
when he is into procrastination. Also, they always seek for the things that is more interesting to
them and where they’re fond to, than those that would make them more productive. For example,
a student was given tasks to be done, but then he became lazy, so he procrastinated, until the day
before the deadline. With this situation, the boy tended to rush things, that makes his/her work
inefficient and ineffective. Procrastinating makes someone a procrastinator in easy things and in
hard things; he chooses neither of the situation, he just procrastinates.
According to Tiboron, et al. (2021) Nowadays, especially in modular modality, students
tend to procrastinate or to delay a certain work that needs to be accomplished on a certain
deadline. It is a behavioral problem that occurs in every individual. The research design of this
study utilized the phenomenological method to determine the Procrastination attitude of the
students in a modular distance learning modality in The Rizal Memorial Colleges, Inc. The
participants of this study composed of 10 Senior High School students. The data obtained
identified emergent themes clustered into three, namely: Diligence, Honesty, and Hope. Based
on the results, one of the existing behaviors that any person could have, with or without their
knowledge, and became the major problem of everyone, especially to every student, is
procrastination. With this, the implications to the teachers were to provide motivations towards
their students in order to banish procrastination.
Anuddin (2021) This kind of attitude among the university students stems out of laziness
and lack of prioritization in their academic endeavor. Research says that 95% of American
students purposely delay beginning or completing tasks and 70% engaged in academic
procrastination. It is not impossible that Filipinos are actually expert in procrastination. In other
words, procrastination largely accounts for the relationship of conscientiousness to performance,
and that procrastination is strongly associated with distractibility, poor organization, low
achievement motivation, and an intention-action gap. If one is not conscientious in his
performance he will likely engage in procrastination. Additionally, agreeableness and sensation
seeking traits generated low correlations with procrastination. One possible way to decrease
procrastination for tasks is to increase expectancy of success, or self- efficacy by verbal
persuasion, emotional arousal, and modeling. Despite of the advances in the education nowadays,
and the challenging tasks that students faced day by day to cope up with the requirements of their
respective courses, they are still in the realm of seemingly taking their studies for granted that as
if it’s easy or simply put, procrastinating!
The findings of Nartea, et al. (2020) on their study exhibit contrast to several past
researchers with regards to academic procrastination, parenting styles and academic performance.
The results show a moderate high procrastination level among the respondents. Results revealed
the Authoritative style is dominant parenting style and academic Procrastination is significantly
correlated with Academic Performance of the students. Also, revealed that the factors Locus of
Control and Parenting style were not significant in academic performance of college students.
The more the students procrastinate it will lead to poor academic performance of the students. It
is recommended that the students shall learn to balance education from leisure and focus on their
goals.
According to Menguin (2021) Procrastination is a silent dream killer. It steals from you,
without your notice, your big and most important goals. Don’t let opportunities slip away. Act
now and achieve your biggest goals. Procrastination, if unchecked, turns into “Mamaya na” or
Mañana Habit. It will bind you and me to a life of mediocrity, shame, and guilt. If we don’t stop
procrastination, we will be sabotaging our success. But if we will act on it, we will be free.
Procrastination is a very misunderstood topic. Very few people who procrastinate think that they
are procrastinators, which is not a bad thing. Filipinos are very much familiar with Mañana or
Mamaya Na Habit. The problem with tomorrow is that it never comes. So, we delay our work
until it is too late. Learn more about Manana Habit. When we were children, many of us told our
parents that we would do our chores “mamaya na” or later. Procrastination is part of our growing
up. Unfortunately, many of us still procrastinate now that we are professionals.

Foreign Studies
In a study by Zohar, et al. (2019) the concepts of active and passive procrastination were
explored in relation to temperament, character, and emotional intelligence (EI). Passive
procrastination is typically linked to distress and dysfunction, while active procrastination was
considered as a potential coping mechanism. The study aimed to investigate these aspects and
employed a short-term longitudinal approach to assess the implications of these procrastination
styles. The relationship between procrastination and academic performance: A meta- In their
2015 study published in "Personality and Individual Differences," Kyung Ryung Kim and Eun
Hee Seo aimed to examine the connection between procrastination and academic performance.
Previous research had yielded inconsistent results in this regard. To address this, the researchers
conducted a comprehensive meta-analysis, analyzing data from 33 relevant studies involving a
substantial participant pool of 38,529 individuals. Their meta-analysis brought forth a crucial
finding: procrastination demonstrated a negative correlation with academic performance.
However, this relationship was notably influenced by the choice of measurement methods and
indicators. Specifically, the use of self-report scales for assessing procrastination seemed to
hinder the detection of a significant relationship between procrastination and academic
performance. Additionally, the demographic characteristics of participants in individual studies
played a role in shaping the observed relationship. This research sheds light on the complex
interplay between procrastination and academic achievement, offering valuable insights for
educators, students, and researchers alike. The implications of this meta-analysis provide a
foundation for further exploration and intervention in addressing the challenges posed by
procrastination in the academic context. Bibliometric Analysis and Visualization of Academic
Procrastination
 Academic procrastination is a pervasive issue affecting numerous students in academic
settings. Over the years, researchers have conducted extensive analyses to understand its
dynamics and its connections with various factors such as self-regulation and academic
performance. The study by Xue et al. (2021) employs bibliometric analysis and visualization
techniques to provide a comprehensive overview of academic procrastination research,
identifying trends, hotspots, and key contributors. According to Kroese, et al.(2014) This study
explores the concept of bedtime procrastination, a novel form of procrastination distinct from
academic procrastination. It highlights how procrastination in the context of sleep, defined as
failing to go to bed at the intended time without external hindrances, can have adverse effects on
health behavior, leading to insufficient sleep and impacting overall well-being.
According to Katrin B Klingseick a European Psychologist (2013) This paper delves into
the well-known phenomenon of procrastination, known for its negative impact on performance
and well-being. It reviews 40 years of research on the causes, correlates, and consequences of
procrastination. The paper provides a systematic characterization, comparing procrastination to
strategic delay and presenting theoretical approaches to explaining it. Additionally, it suggests
future research and practical directions aimed at developing a nuanced understanding of
procrastination and effective interventions.
In "Academic Procrastination: Psychological Antecedents Revisited" by Piers Steel and
Katrin B Klingsieck (2016), the authors build upon Beswick, Rothblum, and Mann's seminal
work on academic procrastination. They aim to update our understanding of academic
procrastination and introduce a procrastination typology. Their study highlights that
procrastination levels are primarily influenced by conscientiousness, while the other four major
personality traits play a role in how procrastination manifests. They operationalized these traits
based on students' reasons for procrastination and the activities they engage in during
procrastination, aligning with need theory implications.
Academic procrastination is one of the main problems students encounter during studying.
It affects their mental health, academic performance, and even everyday activities. A lack of time
management was once thought to be the cause of procrastination. Procrastination, however, has
been linked to mood control, according to recent studies. Decision-making is also a factor that is
influenced by emotion or a person’s affect. The present study aims to find whether decision-
making and affective styles influence academic procrastination among Indian students. The
participants (N = 211) who are currently studying any discipline in a regular mode and who are
between the ages of 17 to 30 years (mean = 21.10 & SD = 2.168) were selected using purposive
sampling, and data was collected online using Academic Procrastination Scale, General
Decision-Making Style Instrument and Affective Style Questionnaire. Data were analyzed using
Pearson correlation, along with multiple regression analysis. Results found a significant inverse
correlation between rational decision-making and academic procrastination and a weak inverse
correlation between adjusting affective style and academic procrastination. A significant positive
correlation between avoidant decision-making and academic procrastination was also found.
Through regression analysis avoidance, decision-making has been found as a positive predictor
of academic procrastination along with rational decision-making, and spontaneous decision-
making as negative predictors. No significant correlations were found for academic
procrastination with intuitive, dependent, spontaneous, concealing, and tolerating styles. The
current results contribute to the existing literature on academic procrastination and the
development of effective strategies to reduce academic procrastination by managing unhealthy
decision-making styles.

Local Studies
The research conducted by Tiboron, et al. (2021) delves into the procrastination attitude
among Senior High School students in a modular distance learning modality. In the context of
modular learning, students often exhibit a tendency to delay or procrastinate tasks with
impending deadlines, a common behavioral issue. The study employed a phenomenological
research design to explore and understand this procrastination attitude. It involved 10 Senior
High School students from The Rizal Memorial Colleges, Inc. Through data analysis, the
researchers identified three emergent themes: Diligence, Honesty, and Hope. These themes shed
light on the underlying factors contributing to procrastination behaviors. One of the findings of
the research is that procrastination is a prevalent issue among students, sometimes even
occurring without their conscious awareness. It has become a significant problem affecting
academic performance and overall student well-being. The implications of this study suggest that
teachers should play a role in motivating and guiding students to overcome procrastination
tendencies. This could lead to improved student engagement and academic success in a modular
distance learning environment. Keywords associated with this research include procrastination,
behaviors, cramming, attitude, and senior high school, highlighting the importance of addressing
procrastination behaviors in the context of modern educational modalities.
This study examined procrastination behaviors among 181 business administration
students at Surigao Del Sur State University, Philippines. It aimed to assess the impact of
procrastination on students' academic performance. The research used a descriptive quantitative
research design, incorporating observations and surveys. The participants were from the College
of Business and Management, majoring in Financial Management and Human Resource
Development Management. The findings indicated that most students exhibited procrastination
tendencies, influenced by various factors. To address this issue, the study recommends
implementing educational and counseling programs tailored to students' personality traits to
combat procrastination.
Teh and Luquing conducted a quantitative research study at Mount Carmel School of
Maria Aurora, Inc., focusing on the impact of procrastination on the academic performance of
senior high school students. The research aimed to investigate whether students prioritize their
studies, if they tend to engage in activities other than studying, and whether procrastination
adversely affects their academic performance. The study, involving 151 randomly selected senior
high school students, utilized self-administered questionnaires and presented the results using bar
graphs. Their findings revealed that procrastination indeed has a negative influence on the
academic performance of these students, potentially resulting in lower grades if not addressed.
 In the study conducted by Almarezza L. Alvarez, the impact of procrastination on the
learning productivity of Grade 12 STEM strand senior high students at Mindanao State
University-Sulu was investigated. The research employed an observational approach with a
descriptive design. It took place at the MSU-Sulu Senior High School campus, focusing
exclusively on the STEM 12 Strand. The Likert scale was used to gauge the respondents'
agreement with various statements related to opinions and attitudes, employing a close-ended
questionnaire as the research instrument.
The findings revealed that the majority of respondents concurred that procrastination
negatively affected their learning productivity, causing them to feel pressured and unable to think
clearly about their tasks (with the highest mean score of 3.88). In conclusion, the study suggested
that parental motivation, guidance, and advice could play a crucial role in motivating students
and enhancing their commitment to their work, particularly in the context of modular learning.
Additionally, it recommended that teachers and student leaders should organize seminars on time
management to help students combat procrastination effectively.

The study by Ma. Teresa Madel Logenio and colleagues examined the correlation
between academic procrastination and academic burnout in 150 grade 12 senior high school
students during the COVID-19 pandemic. Using the Academic Procrastination Scale (APS) and
Maslach Burnout Inventory (MBI) as measurement tools, the study found a high positive
correlation (r coefficient of 0.80) between these variables. The p-value of 0.00, lower than 0.05,
led to the rejection of the null hypothesis, indicating a significant relationship between
procrastination and academic burnout among grade 12 senior high school students.
The study conducted by Charmaine Abegail P. Tarin and Marie Christine R. Rio titled
"Academic Procrastination and Achievement Goal Orientation as Predictors of Academic
Performance of Selected College Students" investigates the relationship between academic
procrastination and achievement goal orientation, specifically focusing on Mastery-Approach,
Mastery-Avoidance, Performance-Approach, and Performance-Avoidance Goal Orientations.
The primary aim of the research is to determine which of these factors can predict the academic
performance of college students.
The study involved 30 undergraduates, consisting of 17 dean's listers and 13 probationary
students from Colegio de San Juan de Letran, Manila. The findings of the study revealed a
significant relationship between procrastination and achievement goal orientation. Moreover, the
research indicated that procrastination serves as a predictor of a student's academic performance,
as measured by the Grade Weighted Average (GWA).These results highlight the importance of
understanding the connection between procrastination tendencies and goal orientations in the
context of academic performance. The implications and future recommendations provided in the
study offer insights for educators, students, and researchers on how to address and potentially
mitigate procrastination-related issues to improve academic outcomes.

Conceptual Framework

The IPO model is a framework used to understand and analyze various research
processes, particularly in the context of experiments and data analysis.

The IPO model serves as a structured framework to help researchers plan, execute, and
report their quantitative research studies, ensuring a systematic approach to the entire research
process.
It emphasizes the importance of a systematic approach to research, from defining the
problem to communicating the results effectively.

PROCESS OUTPUT
INPUT
-Formulatingsurvey -Effect of
-Sex questions Procrastination in the
-Age -Administeringsurvey academic performance
questionnaires of graded 12 students
-No. Of hours spent in
-Tabulating Data -Proposed
Playing Mobile Games recommendations
-Analyzing Data
-Viewing Habits; and
-Grade Average
 The input of this study will cover the profile of the students. in terms of their Sex, Age.
No. of hours Playing Mobile Games, Viewing Habits, and Grade Average.
The process of this study consists of the preparation of questionnaires, collection of data,
tabulation of data, and statistical analysis of data.
Finally, the output of this study will cover the effects of procrastination in the academic
performance of grade 12 students of BVANHS, and the proposed recommendations to reduce the
procrastination of grade 12 students in BVANHS.

Theoritical Framework
This study is grounded in the Temporal Motivational Theory (TMT). The TMT developed
by Steel and König (2006) explains that the decision by an individual to initiate a task or
procrastinate is based on the interplay of four key variables. These variables are Expectancy,
which represents an individual’s belief in their ability to complete a task. Value, which refers to
the perceived rewards and benefits with completing a task. Impulsiveness, which refers to the
tendency to prioritize immediate rewards over long-term ones. And Time, which represents the
temporal delay between the present moment and the task’s deadline.
 Chapter 3
Methodology

This chapter includes the Research Design, Source of Data, Instrumentation and Data
Collection, and Statistical Tools. This chapter will present the steps on how the researchers
conducted the collection of data

Research Design

Descriptive research, as defined by Calderon and Gonzales (2004), is considered as a

purposive process of gathering, analyzing, classifying, and tabulating data about prevailing
conditions, practices, beliefs, processes, trends and the cause and effect relationships and then
making adequate and accurate interpretation about such data. It is a method of describing the
nature of a situation as it exists at the time of the study and a method of research based on the
collection and analysis of the data.
A descriptive survey study is defined as a research method which concerns itself with the
present phenomena in terms of conditions, practices, beliefs, processes,relationships or trends
invariably (Salaria 2012).
According to Franekel and Wallen, (2008), the main purpose of using this research
design is to describe and explam the phenomenon and how it works. It focuses on gathering data
from the respondents to identify the characteristics of a specific group. It elicits as to what the
phenomenon is and how it works. Since the goal of this research method is the acquisition of
factual, accurate and systematic data that can be used in averages, frequencies and similar
statistical calculations and to answer the problems in this study.

Source of Data
The source of data in this study will be the grade 12 students of BVANHS. This study
will make use of non-probability sampling which is the convenience sampling.

Table 1 Shows the distributions of respondents in this study.

Table 1
No. of Respondents
Academic Strand Section Number of Students Number of
Participants
STEM A 41 8
STEM B 44 8
STEM C 41 8
STEM D 43 8
STEM E 41 8
STEM F 39 8
 Sub-Total 249 48
HUMSS A 44 8
HUMSS B 41 8
HUMSS C 44 8
HUMSS D 44 8
HUMSS E 39 8
Sub-Total 212 40
TVL -HE A 42 8
TVL - HE B 49 8
TVL - EIM 43 8
TVL - ICT A 40 8
TVL - ICT B 46 8
Sub-Total 220 40
ABM A 37 8
ABM B 37 8
Sub-Total 74 16
GAS 44 8
Sub-Total 44 8
TOTAL 799 152

Instrumentation and Data Collection

The main data-gathering instrument in this study are questionnaires which will be
administered to student-respondents. The questionnaire will be divided into four (4) parts. The
first part of the questionnaire.
First, What is the demographic profile of students.
 Second, What is the frequency of procrastination relative to the study habits of the
respondents? Third, What is the level of seriousness of the problems associated with
procrastination interms of academic performance and fourth, What recommendations can be
proposed to manage procrastination in Senior High School Students.
In the formulation of the questionnaire, the researchers will be guided by the related
literature and related studies. After drafting the questionnaire, it will be submitted to their subject
instructor for checking, revision, and approval. When it approved by their practical research 2
teacher, for the approval of the dry to selected Grade 12 SHS students. The dry run will be sent
to the respective of Grade 12 SHS students. Sending the questionnaire to the
respondents in their Suggestions and clarification during the dry run from the
respondents for vague question/s are also noted as feedbacks and eventually incorporated as part
of the final questionnaire. After the incorporation of suggestions and clarifications, the final
questionnaire will be submitted again to their subject instructor for checking, revision and
approval. When it's approved by the researchers' practical research 2 teacher for the floating of
the questionnaire to randomly selected Grade 12 SHS students, This time the permit was sought
for the intended randomly selected SHS Grade 12 students.
Statistical Tools
The data collected were subjected to statistical computation to answer the different sub-
problems.
For sub-problem No. 1, the use of frequency and percentage will be utilized to indicate
the profile of the _ respondents.
The formula is shown below:

P=∑ƒx/N X 100

Wherein:x

P= Percentage

∑ƒx = Frequency

N= Overall sample
 To answer sub-problems Nos. 2 to 4, data will be gathered based on the frequency of
procrastination relative to the study habits of the respondents, problems encountered related to
procrastination and its effects in the academic performance of the students, and level of
recommendation to the proposed measures to manage procrastination in senior high school
students, Average Weighted Mean (AWM) was used in these sub-problems.

The formula shown below:

AWM = ∑ƒw/N

Wherein:

AWM = Average Weighted Mem

∑ƒw - The sum of products of frequency of respondents answering Multiplied by

the weight assigned to the variable

N – Overall sample

The criteria used to interpret the outcome of the analysis of the data for sub- problem No. 1 were
as follows:
Numerical Value: Statistical Limit Descriptive Equivalent Symbols
5 4.21-5.0 Strongly Agree SA

4 3.41-4.20 Agree A

3 2.61-3.40 Moderately Agree MA

2 1.81-2.60 Slightly Agree SA

1 1.0-1.80 Disagree D
The criteria used to interpret the outcome of the analysis of the data for sub- problem No. 2 were
as follows:

Numerical Value Statistical Limit Descriptive Equivalent Symbols

5 4.21-5.0 Strongly Agree SA

4 3.41-4.20 Agree A

3 2.61-3.40 Moderately Agree MA

2 1.81-2.60 Slightly Agree SA

1 1.0-1.80 Disagree D

The criteria used to interpret the outcome of the analysis of the data for sub- problem No. 3 were as
follows:
Numerical Value Statistical Limit Descriptive Equivalent Symbols

6 4.21-5.0 Very Serious VS

4 3.41-4.20 Serious S

3 2.61-3.40 Moderately Serious MS

2 1.81-2.60 Slightly Serious SS

1 1.0-1.80 Not Serious NS

The criteria used to interpret the outcome of the analysis of the data for sub- problem No. 4 were as
follows:

Numerical Value Statistical Limit Descriptive Equivalent Symbols

5 421-5.0 Highly Recommended HR

4 3.41-4.20 Recommended R

3 2.61-3.40 Moderately Recommended MR

2 1.81-2.60 Slightly Recommended SR

1 1.0-1.80 Not Recommended NR

Bibliography
Ahmed, I., Bernhardt, G. V., Shivappa, P. (2023). Prevalence of Academic Procrastination and Its
Negative Impact on Students. Biomedical and Biotechnology Research Journal 7(3) 363-370.

Akpur, U. (2020). The Effect of Procrastination on Academic Achievement: A Meta-Analysis Study.

International Journal of Educational Methodology, 6(4), 681-690. https://scholar.google.com/scholar?
hl=en&as_sdt=2005&sciodt=0%2C5&cites=3396594289902 651952&scipsc=&q=Ferrari+
%282017%29+asserts%2C+%E2%80%9CEverybody+procrastinates
%2C+but+not+everybody+is+a+procrastinator.%E2%80%9D&btnG=#d=gs_qabs&t=16992716 55946&u=
%23p%3DFMk_97CZnSUJ
Alih, N.-I. I., & Almarezza L. Alvarez. (2021). Academic Procrastination: Its Effect on The Learning
Productivity of Senior High School Students in Mindanao State University-Sulu. Indonesian Community
Empowerment Journal, 1(2), 77–89. https://doi.org/10.37275/icejournal.v1i2.1

Anuddin, F. O. (2021). Academic Performance and Procrastination: The Case of Education Students in
MSU-Sulu. Indonesian Community Empowerment Journal, 1(2), 35–40.
https://doi.org/10.37275/icejournal.v1i2.7

Alvarado, J. K. V., Dela Cruz, R., Ibañez, A. C. A., Llego, M. J., Manlangit, X. R., Maquidato, C. P. L.,
and Morales, K. J. P. (2021) Procrastination and Academic Performance among Grade 12 STEM
Studentsof Davao Doctors College, Inc. Gen. Malvar Street, Davao City.
https://www.scribd.com/document/588243189/Avogadro-Chapter-12-Group- 3?
fbclid=IwAR2S_N2V75Yp72MkvjutoEfB95XB70DNRzW5TAVpbhzEQSh0D0jB4da71rs
Calderon, J. F. & Gonzales E. C. (2004). Methods of research: Thesis writing. Great Books Trading.

Dev, S. (2018). Effects of procrastination behavior, stress tolerance and study habits on academic
achievements of Indian Students residing in India (Kerala) and UAE. Research in Social Sciences and
Technology, 3(3), 16-31. https://www.learntechlib.org/p/187528/
Duckworth, A. L., White, R. E., Matteucci, A. J., Shearer, A., & Gross, J. J. (2016). A stitch in time:
Strategic self-control in high school and college students. Journal of Educational Psychology, 108(3),
329–341. https://doi.org/10.1037/edu0000062
Fraenkel, J. R., & Wallen, N. E. (2008). How to Design and Evaluate Research in Education (7th ed.). New
York: McGraw-Hill.

Goroshit M. (2018). Academic procrastination and academic performance: an initial basis for
intervention. Journal of Prevention & Intervention in the Community 46, 131–142.
Haghbin, M., & Pychyl, T.A. (2013). Procrastination and health: The negative effects of various types of
procrastination. Poster presented at the 8th Biennial Procrastination Research Conference. Bishop’s
University, Sherbrooke, Quebec.

Jones, I. S., Blankenship, D. C. (2021). Year two: Effect of procrastination on academic performance of
undergraduate online students. Research in Higher Education Journal, 39, 1. Retrieved October 24, 2023,
from https://files.eric.ed.gov/fulltext/EJ1293903.pdf?fbclid=IwAR2KgLalt5bGFd-
eswEqfW8iAUkaXejV24w42Wu0RH8c4qCbED4GSw2DPVo_aem_AThINf98UrKLah3PQiiPoSCWosl_fgj4elj
OIq-

Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A
meta-analysis. Personality and Individual Differences, 82, 26–33.
https://doi.org/10.1016/j.paid.2015.02.038

Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European
Psychologist, 18(1), 24–34. https://doi.org/10.1027/1016-9040/a000138

Kroes FM, De Ridder DTD, Evers C and Adriaanse MA (2014) Bedtime procrastination: introducing a
new area of procrastination. Department of Clinical and Health Psychology, Utrecht University, Utrecht,
Netherlands. Front. Psychol. 5:611. https://www.frontiersin.org/articles/10.3389/fpsyg.2014.00611/full
Logenio, M. M., Godin, J. L., Paguio, A., Germar, R. A., Dablo, J. C., Francisco, M. A., & Tus, J. (2023).
Procrastination and Academic Burnout Among Grade 12 Students in a Public School A Correlational
Study. Philarchive.org. https://philarchive.org/rec/LOGPAA- 2?
fbclid=IwAR1ElJ1tQGhDwiZ4r78hU8CdV9YAS9kl_aRDFrufVcuiukZ7DOO626nEvVQ_aem_Aa6WhThJOG
hWhpIlyx9IWYNqBRG_AnM4r_Uq4waGdLlzaOiN7lgWjMUarL4NKF3

Menguin, J. (2021, February 16). Procrastination: What Is It, Bad Effects, the Science Behind It, & Easy
Steps to Stop It [Review of Procrastination: What Is It, Bad Effects, the Science Behind It, & Easy Steps to
Stop It]. Jef Menguin Reimagine Leadership. https://jefmenguin.com/

Muslikah, M., Mulawarman, M., Andriyani, A. (2018). Social Media User Student’s Academic
Procrastination. Psikopedagogia Jurnal Bimbingan Dan Konseling, 7(2), 53-57.
https://www.researchgate.net/publication/335309904_Social_Media_User_Students'_Academic_P
rocrastination
Salaria, N. (2012). International Journal of Transformations in Business Management 8 MEANING OF THE
TERM-DESCRIPTIVE SURVEY RESEARCH METHOD NEERU SALARIA. https://ijtbm.com/admin/upload/

Sheybani F., Gharraee B., Bakhshizadeh M., Tamanaeefar S. (2017). Decisional procrastination:
prevalence among students and relationship with emotional intelligence and big five-factor model of
personality. Int. J. Life Sci. Pharma Res. 7, 26–32.

Sirois, F., & Pychyl, T. (2013). Procrastination and the Priority of Short-Term Mood Regulation:
Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115–127.
https://doi.org/10.1111/spc3.12011

Skillgate, E., Rozental, A., Johansson, F. (2023). Procrastination is linked to poor health - new study.
HEALTH AND WELLNESS TIPS: THE CONVERSATION. https://www.rappler.com/life-and-style/health-and-
wellness/procrastination-linked-poor-health-study/

Steel, P., & König, C. J. (2006). Integrating Theories of Motivation. Academy of Management Review,
31(4), 889–913. https://doi.org/10.5465/amr.2006.22527462
Sudio, J. L., Soriano, S., Tarlit, K., Villanueva, C. Effects of Procrastination on Academic Performance of
College Students at Pangasinan State University, Binmaley Campus.
https://www.studocu.com/ph/document/pangasinan-state-university/bsed-science/group-10-
procrastination/52438114?fbclid=IwAR12Cs78FBqhxbF2jsnogOXzzxm9fhGWsTo2MeUf_O_WqwU4--
YNMgy0I5k_aem_ATiJNQB6GHW1WQknnS0ydEs6OJPyd_zzg6M1NM6F2AnnxmY4

Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck, K. B. (2020). How Study
Environments Foster Academic Procrastination: Overview and Recommendations. Frontiers in psychology,
11, 540910. https://doi.org/10.3389/fpsyg.2020.540910
Teh, J., & Luquing, B. (2019). Negative Effect of Procrastination on the Academic Performance of Senior
High School Students of Mount Carmel School of Maria Aurora. Www.academia.edu.
https://www.academia.edu/40725869/Negative_Effect_of_Procrastination_on_the_Academic_Perform
ance_of_Senior_High_School_Students_of_Mount_Carmel_School_of_Maria_Aurora

Xue, T., Hanif, H., Hameed Ahmed, H., & Ale Ebrahim, N. (2021). A Bibliometric Analysis and
Visualization of Academic Procrastination. Papers.ssrn.com. https://papers.ssrn.com/sol3/papers.cfm?
abstract_id=3945428

Zacks, S., & Hen, M. (2018). Academic interventions for academic procrastination: A review of the
literature. Journal of Prevention & Intervention in the Community, 46(2), 117–130.
https://doi.org/10.1080/10852352.2016.1198154

Zohar, A. H., Shimone, L. P., & Hen, M. (2019). Active and passive procrastination in terms of
temperament and character. PeerJ, 7, e6988. https://doi.org/10.7717/peerj.6988