PROCRASTINATION LEVEL AND IT’S EFFECTS ON THE ACADEMIC

PERFORMANCE OF GRADE 12 STEM STUDENTS OF MONCADA CATHOLIC

SCHOOL

A Research proposal Presented to the

Faculty of Senior High School
Moncada Catholic School, Inc.
Moncada Tarlac

In Partial Fulfilment
Of the Requirements for the Subject
Research Project
 Chapter 1

PROBLEM AND ITS BACKGROUND

Introduction

Procrastination is a common event and is often unavoidable because there are thousands

of potential tasks that we could be doing at any time. However, procrastination has been found to

be domain-specific. Researchers have identified six different aspects/domains of life where

people procrastinate: academic and work, everyday routines and obligations, health, leisure,

family and partnership, and social contacts (Gröpel & Kuhl, 2006; Klingsleck, 2013). Each

domain possesses different prevalence rate and correlations with other constructs, reasons, and

consequences. This review will focus specifically on the domain of academic procrastination.

Academic procrastination is the most researched procrastination domain (Jorke, Thau,

Fries, 2011). This form of situational procrastination occurs when a person is passive in

completing academically related tasks such as studying for an exam or talking to an instructor.

People who procrastinate academically may be consciously or unconsciously aware they are

engaging in the behavior. The most accepted definition used for academic procrastination is

“intentionally delaying or deferring work that must be completed” (Schraw et al, 2007). This

definition is similar to general procrastination in that it incorporates the aspects of intending to

delay, lack of productivity, and avoidability, but this definition relates to the academic domain.

Academic procrastination might have a detrimental impact on a student’s life due to the

multitude of examinations, term papers, and projects during his or her scholarly career.

Academic procrastination is similar to general procrastination in that it is negatively related to

Self-efficacy and life satisfaction and also positively related to stress and mental health

(Klingsleck, 2013).

However, research has shown that academic procrastination has a more significant impact

than the other domains to an individual’s well-being (Jorke et al., 2011) and is related to

depression (Solomon & Rothblum, 1984), anxiety (Rothblum et al., 1986; Stöber & Joormann,

2001), guilt (Pychyl, Lee, Thibodeau, & Blunt, 2000), neuroticism (Watson, 2001), irrational

thinking (Bridges & Roig, 1997), and low self-esteem (Ferrari, 2000). Academic procrastination

also has a harmful impact on academic achievement including lower grades, cheating, and lower

grade point averages (Beck et al., 2000; Clark & Hill, 1994; Ellis & grades 1977; Harriott &

Ferrari, 1996; Roig & De Tommaso, 1995; Solomon & Rothblum, 1984; Wesley, 1994).

Clearly most of the procrastination has a negative impact on an individual, but the actual

profile of a person who procrastinates varies. Thus, due to the wide range of characteristics, there

may be no typical profile of academic trait procrastinators, but there are some similarities that

occur.

One of the most common factors why individuals procrastinate on academic tasks is task

aversiveness (Steel, 2007). In addition, the more aversive the situation, the more likely a person

will procrastinate on the task (Anderson, 2001; Briody, 1980; Froelich, 1987; Haycock, 1993).

Thus, when a person perceives a task as unenjoyable or unpleasant, it will be more common for

person to procrastinate completing that task (Blunt & Pychyl, 2000; Briody, 1980; Haycock,

1993; Strongman & Burt, 2000). This is particularly more likely when the person perceives that

the task is boring, frustrating, difficult or forced.

 However, all academic procrastination cannot be simply explained due to task

aversiveness. Other concepts need to be considered to fully understand the behavior. As time

management and productivity are the main keys in an academic performance, then

procrastination can be one of the most common problem of a student. Psychologists often

attribute procrastination as a coping mechanism against the anxiety we experience when faced

with a difficult or unwanted task. As an excuse, we find distractions to make ourselves “busy”

and rationalize that these tasks are not time-critical and can be done tomorrow or much later.

This habit can lead to poor time management. It would affect the Student’s academic

performance therefore causing stress. However, a study found the more general benefit of

procrastination is the environment created by an imminent deadline. The air of feverish

excitement and pressure that results when a deadline looms can, arguably, enhance performance

(Ferrari, 1992; Tice & Baumeister, 1997).

Moreover, some view deadlines as the ultimate motivator, without which they cannot

perform effectively (Amabile, DeJong, & Lepper, 1976). Rather than working on a task

inefficiently long before the deadline, waiting until the deadline approaches potentially directs

their focus and forces them to be disciplined and efficient at the task at hand (Tice& Baumeister,

1997).

Many studies find that academic procrastination is negatively related to academic

performance. However, other studies fail to find any association. Procrastination appears to make

students postpone their academic work or delay in submitting their assignments during the entire

course of studies. Students may become depress and disturbed with low confidence level that

affects largely on their learning and achievement. These issues need to be resolved appropriately

for maximum learning outcomes. Therefore, it was reasonable to conduct a study explore the
issue and suggest some proper guidelines. This research aims to investigate the effects of

procrastination on the academic performance of the selected senior high school students of

Moncada Catholic School of Moncada, Tarlac. It also aims to determine the factors contributing

towards procrastination of the respondents.

Statement of the Problem

This research aims to investigate the procrastination level and it’s effects on the academic

performance of the selected senior high school students of Moncada Catholic School of

Moncada, Tarlac.

Specifically, the researchers aimed to answer the following questions:

1. What is the level of procrastination of grade 12 STEM students?

2. What are the factors contributing towards procrastination among grade 12 STEM students?

3. What are the perceived effects of procrastination in learning of grade 12 STEM students?

4. What intervention plans are suggested by the researchers based on the results of the study?

Hypothesis

This paper set out to investigate the procrastination level and it’s effect on the academic

performance of the grade 12 STEM students. Based on the questions above and following the

general trend of the procrastination in most studies, the present work would generally expect

that:

H1: The over all procrastination level of the respondents would be on Nearly Always level.
H2: The leading factor contributing towards procrastination of the respondents would be

Laziness.

H3. The leading perceived effect of procrastination on the learning of the respondents would be

the reduce of productivity therefore procrastination would have negative effect on the academic

performance of the respondents.

Significance of the Study

The findings of this research could serve as a collection of information that could be utilized as a

piece of evidence for relevant academic scholarly purposes. Findings could be beneficial in

solving nuisance corresponding to the procrastination level and its effects on the academic

performance of the students. Hopefully, administrators, students, teachers, and future researchers

could gain advantages from this research.

To the administrators, the results of this study could serve as baseline data to improve the

guidelines of the school to lessen the time of procrastination of the students.

To the students, These students will benefit on this study for they can track themselves and

may help them organize their time management better specially to make most of their time

productive and for them to enable themselves lessen procrastination as possible.

To the Teachers, This study will help them also guide students on how they can lessen

procrastination and give them specific and feasible solutions to solve the said issue which is vital

also to improve their student’s academic performance.

To Future Researchers, the outcome of the study could give relevant information in

investigating other studies or researches of this type. Hopefully, the results of this research could

encourage future researchers to make follow-up studies about this topic to better understand the

procrastination level and its effects on the academic performance in a wider scale.

Scope and Delimitation

The research focused on the level of procrastination and its effect of the academic performance

of the students. The primary subject of the study will consist of Grade 12 STEM students

enrolled in academic year 2020-2021. The respondents will be limited to 52 Grade 12 STEM

students who are in the St. Luke section of Moncada Catholic School - Moncada, Tarlac.

The 52 respondents of the study will randomly selected through random sampling method. The

instruments that the researchers will use in this study are rating scale to determine the level of

procrastination and checklist/questionnaire to find the factors contributing towards the students’

procrastination and its effects. The period of the study will last for approximately 3 months,

which is enough to collect all the important data needed to accomplish this research.

Definition of terms

In this study, the following terms were defined as follows:

Academic Performance. This pertains to the student achievement across various academic

subjects (ballotpedia.org). In this study, it refers on how successful is the student in meeting the

short-term and long-term goals in education - it is the dependent variable.

Learning. This pertains on the process of gaining knowledge and expertise (Knowles et al., 2005,

p. 174). In this study, it is one of the variables to be determine on how procrastination affect it.
Procrastination. This pertains on the action of delaying or postponing something (wikipedia.org).

In this study, it refers on the students’ act of postponing a task that need to be accomplished -

independent variable.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature
Foreign
In (2020) Li emphasized in her book that many of us have been procrastinating since

early high school, so it seems difficult to realize we’re capable of working without stressing

ourselves out, missing deadlines, and doing our most important work at the last

minute. According to him, to reduce our reliance on procrastination, we need to take a closer

look at our thoughts and feelings about our work and ourselves.
 Swanson (2016) stated in a news article that for many people, procrastination is a strong

and mysterious force that keeps them from completing the most urgent and important tasks in

their lives with the same strength as when you try to bring like poles of a magnet together. Also,

she stated that it’s a potentially dangerous force, causing victims to fail out of school, perform

poorly at work, put off medical treatment or delay saving for retirement.

Also, Ferrari (2010) stated in a news article that everyone procrastinates, but not

everyone is a procrastinator. According to him, if you find that you procrastinate so often, in all

areas of your life, then this is a problem. We have found some links with chronic procrastination

and personality challenges like ADHD, passive-aggressive tendencies, revenge, obsessive-

compulsive disorder and other areas that I cover in my new book. But let’s remember that while

everyone puts off an occasional task, it is the person who does that habitually, always with

plausible "excuses" that has issues to address. He also stated that we don’t view procrastination

as a serious problem but as a common tendency to be lazy or dawdling. Thus, for those chronic

procrastinators, it is not a time management issue – it is a maladaptive lifestyle.

Furthermore, Korstange, Craig, Maxwell (2019) stated in their article that procrastination

is common in the collegiate sphere. However, procrastination is often stigmatized as causing

college students to be unsuccessful. Most students have been told not to procrastinate, but they

continue to do so, implying that student procrastination will not stop. Yet, significant

discontinuities exist between emerging procrastination related research specifically the

distinction between active and passive procrastination, the concept of temporal discounting, and

the methods of project management, each of which conflict with the standard advice given to

students. Their article synthesizes research in the aforementioned areas in order to create a more
nuanced view of student procrastination and to establish better mechanisms to encourage student

productivity.

In a news article by Ballard (2018) stated that procrastination is a normal, near-universal

phenomenon which makes it all the more important to understand why it strikes and what to do

about it. Some people have a hard time thinking of a project as important or rewarding unless

they’re squeezing it in just before a deadline. In this case, too, breaking a long-term assignment

into multiple smaller ones may help. Sometimes, what looks like procrastination may actually be

a symptom of something more serious, such as depression, anxiety or attention problem. As a

result, if your behaviour is causing you distress or significantly affecting your performance at

work, school or home, don’t be afraid to consult a professional. Get some additional support and

help from a professional who can help you manage those so it’s not getting in the way of your

job performance or functioning.

Local

In (2013), Koo emphasized in his blog that procrastination has to do with ‘estimation’.

Almost everyone procrastinates and there are some more than others. Also, people may

overestimate their abilities and motivation, expecting that things will go smoothly without a

flaw. She also mentioned that people uses all sorts of excuses to justify their procrastination: It’s

either they do not know how to complete or they really don’t know what needs to be done.

Sometimes, they will say that they are not in the mood or they forget. Another thing that Koo

expressed in the blog is that people may also think that they can do better under pressure, waiting

until the last minute, believing they can finish on time and do other tasks. Moreover, she also

mentioned that there is a research who said that there are active and passive procrastinators: The

active ones are those who works under pressure and finishes the tasks on time while on the other
hand, the passive procrastinators are those who continue to wait and delay and never get to

accomplish their work.

Another blog published by Valeria (2019) stated that 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. Also he stated that procrastination brings several

negative effects to the students when they practice doing it. However, Procrastination is the same

way as the Filipino habit called as “Maniana (Mañana) or ‘Mamaya Na’ Habit.” This habit of

Filipinos is a negative attitude wherein people tends to say “Mamaya Na” in the things they see

difficult to be done, or things that may affect the time they took in the other things they prioritize

first. As a result, Procrastination & Mañana Habit needs to be prevented, not stopped, because

stopping this is a very hard thing to do, but preventing it might work.

Wang (2015) stated in a news article that procrastination is putting something off in order

to do something that makes you feel good when doing it. According to her, procrastination is

seen as a strategy to deal with stress but can lead to more serious issues with relationships, jobs,

finances and health. Thus,with the help of psychologists, they have discovered multiple types of

procrastination along with how people deal with those issues.

Also, Evangelista (2015) article stated that procrastination is delaying something one

needs to do. She also stated that it is evident when someone says ‘mamaya na’ or ‘saka na may

ginagawa pa ako,” phrases manifesting the characteristics of a procrastinator. As a result, it is

considered chronic if it is already habitual, when one does this for a long time, or maybe trying

to change such behavior that recurs.

 Furthermore, Scott (2015) stated in his book that your mind is an amazing machine. It

gives you the power to create anything from your imagination. However, it can also limit your

ability to get things done. We often get stuck with a project—not from a lack of desire, but

because of maladaptive thought patterns that bounce around in our heads. According to him, the

root cause of the “procrastination habit” comes from our self-limiting beliefs. When these

thoughts go unchecked, they cause you to make “excuses” for why a project/task can’t be

completed. However, when you challenge these excuses, you’ll see that most of them are caused

by hidden fears or destructive habit patterns.

Related Studies

Foreign

The results of a study conducted by Rabin, Fogel, and Nutter-Upham (2011) on academic

procrastination in college students: the role of self-reported executive function revealed

increased age as a significant pre-dictor of academic procrastination, which suggests the need to

target at-risk upper level students who may best ruggling to remain productive. Also, the findings

of the study revealed that additional low conscientiousness among procrastinating students is

consistent with their characterization as less self-regulated and disciplined and suggests avenues

for remediation. Such interventions should account for a recent finding, which demonstrates that

in addition to self-regulation skills, students must also possess the confidence to implement

effective learning strategies, resist distractions, complete schoolwork and participate in class

learning (referred to as “self-efficacy for self-regulation of learning”). Thus, cognitive and

behavioural strategies to improve higher order executive processes should be delivered in

conjunction with attempts to build students’ confidence in their ability to achieve academic

success.
 According to Hussain and Sultan (2010) in their study concluded that procrastination

effects on the academic performance of students in terms of classroom learning and participation

in activities, submission of their assignments, preparing for the examinations and achievement.

Likewise, the work load of assignments’ and improper time management by the students caused

procrastination. According to them, the remedial measures on how to control or minimize

procrastination include provision of proper guidance and counselling services at the campus,

appreciation and positive comments on students’ assignments, presentations, group work,

displays and other academic activities, provision of appropriate encouragement and reward to

students on their good academic performance, developing and maintaining academic

relationships with fellow students and teachers and sharing problems with each other for their

catharsis and to seek appropriate solution through consultative process, division of work or

assigning the work to the students according to their potential and aptitude to reduce or minimize

the procrastination among university students.

The result of a study conducted by Janssen (2015) revealed that students from college

reported substantially more academic procrastination than students from high school. In addition,

this research also highlighted the significance of considering the age of students when analyzing

academic procrastination. As calculated by the grade point average, there was a non-significant

association between academic procrastination and academic achievement.

Also, a study made by Gargari, et. al. (2011) revealed that the locus of control and

controllability in the sense of performance and academic procrastination had an important and

negative relationship. They also found that students who consider their success to be cause of

their abilities showed less procrastination than those who associate their negative academic

outcomes with internal factors; hence, show more procrastination while completing their
assignments. As a result, academic procrastination is a matter of perceived controllability related

to one’s success and failure.

Cohen and Swerdlik (2010) study was designed to investigate the prevalence and reasons

for academic procrastination in public university students. The study revealed that academic

procrastination prevails at all three levels of education (MSc, MPhil and PhD). Task averseness,

time management, laziness, rebellion against control, decision making, and lack of assertion

were more common reasons in students of social sciences than natural sciences as shown by

significant differences. Overall task averseness, fear of failure, dependency, decision making and

risk taking were common reasons for indulging into academic procrastination. According to

them, interventions for students can be offered in respective departments to address reasons for

procrastination, which are evidently needed for students of social sciences. Teachers can make

written assignments more interesting so that students have intrinsic motivation to learn from the

assigned task. Report writing skills can be improved through workshops and interventions to

help students handle their inhibitions while writing term paper/assignments. In fact, at university

level courses at M.Sc. level may be developed to promote this skill among students. Time

management workshops can be arranged to address task averseness as a reason for

procrastination.

Local

In a study by Teh, Joselyne R. and Luguing Brixter (2019) which aimed to investigate the

effects of procrastination on the academic performance of the senior high school students of

Mount Carmel School of Maria Aurora. The study used a quantitative approach and descriptive

method as a methodology. The study concludes that procrastination has a negative effect on the

academic performance of the SHS students of Mount Carmel School of Maria Aurora.
Procrastination would lead to a poor grade if not avoided. From the findings of the study, it was

recommended that the students should educate and familiarize themselves about procrastination,

its effects and its causes. Focus on studies and do requirements early to be able to pass them in

time.

On one hand, Revilla J (2017) study revealed that majority of the senior high students of

STI college of Santa Rosa have perceives procrastination as a habitual behaviour of humans. The

study concluded that the procrastination for them is just a normal part of everyday routine, that in

every kind of work or tasks, it is inevitable for an individual to stop what is he doing and do

some leisure things to make his mood positive and to avoid boredom. Furthermore, the study

concluded that the frequency that the respondents would procrastinate is in the level of

“sometimes”, this is because they already have the sense of responsibility which means that they

already know in their selves that they couldn't let important things to be just ignored and being

easy-go-lucky must not be tolerated. Also, an individual must have the willpower to accomplish

and finish a task.

Furthermore, a study conducted by Estrito and Victor (2018) entitled "Bukas Na Lang!:

A Study on the Level and Reason for Academic Procrastination of Selected 1st Year Students in

Different Programs of URS Taytay" - Province of Rizal. The purpose of this study is to measure

the level and the reasons for academic procrastination of selected respondents. The result of the

study showed that the level in academic procrastination of the respondents is on the bracket of

often and always procrastinate. In addition it showed that the top 3 factors for academic

procrastination are social media, family and peer pressure and/or friends. Moreover the results

also showed that the students procrastinate due to the lack of motivation and prioritizing other

works or staff. This concludes that if motivation is low, the task was being delayed and an
attitude of impulsiveness can be seen because of the lack of enjoyment on doing stuff. But if

motivation is high, the expectancy and the value of work will always be mainly prioritized and

accomplished because of the enjoyment and excitement the student feel towards a task. The

researchers recommended that students should become fully aware of themselves and that

procrastination can be controlled through managing time correctly. This type of behaviour is not

a bad thing in some ways, but it will be better if this will not be practiced by the students

specifically in their academic requirements.

However, a study conducted by Jennifer G. (2016) which aimed to explore the

relationship of academic procrastination(AP) and academic self-efficacy (ASE); academic

procrastination (AP) and academic performance; and academic self-efficacy (ASE) and academic

performance by. Participants included 265 college students from Chinese General Hospital

Colleges (CGHC). Students reported their frequency of academic performance and level of

academic self-efficacy, while their academic performance was measured using their general

weighted average (GWA) for the first semester academic year 2015-2016. Findings revealed that

academic procrastination has a significant relationship with academic self-efficacy, as well as the

academic self-efficacy and academic performance, but academic procrastination and academic

performance were found to have no significant relationship with each other. Consequently,

academic self-efficacy was concluded to have an important role in preventing academic

procrastination and performing better in school. It is also recommended for the Chinese General

Hospital Colleges professors to attend a program seminar, organized by Psychology Society

members with the help of Guidance and Counselling office that would help them enhance their

students’ academic self-efficacy.

 Also, in a study conducted by Mandap (2016) which investigated the differences in the

procrastination behaviors of the university students in terms of gender, academic courses, levels

of performance and academic self- efficacy. Responses were gathered from the 200 college

students of Bulacan State University, Philippines which were randomly chosen from various

courses during the academic year of 2015. In terms of gender, the study found a significant

difference on the level of procrastination of male and female students. Moreover, based on the

responses on the items of the procrastination scale, male students showed higher procrastination

scores because of dislike of activities and perceived difficulty of accomplishing a task. Findings

of the study also revealed that no significant difference was observed in the procrastination

scores when students were grouped according to type of academic course and level of

performance. On average, both groups of students procrastinate to a moderate extent. Though it

may be viewed that students coming from different courses are engaged in various levels of work

difficulty, findings indicate that both groups of students respond to their academic tasks on the

same degree. Interestingly, both low and high performing students also showed the same level of

procrastination. In terms of academic self-efficacy, results of the study show that students with

low perceived academic self-efficacy were found to procrastinate more than those with high

academic self-efficacy. Students with higher self-efficacy are more confident with their skills

and were able transform this motivation into actions and respond positively to various academic

challenges. Conversely, those who lacks of competency beliefs may exhibit dislike of academic

activities which can lead to task avoidance or hinder completion of task.

The above studies borne a significant part to the present study. Similar to this study, most

of these studies focused on the effects of procrastination on the academic performance. However,

some of the above-mentioned studies utilized different results and context for their study. Similar
to the study of Teh, Luguing, and Revilla, the present researchers also utilized senior high school

students, especially Grade 12 STEM students of Moncada Catholic School.

In addition, the study of Revilla (2017) is related to the present study which focused on

the effects of procrastination. The difference between their studies to the present study is that,

their study focused only about the effects of procrastination without even mentioning towards the

academic performance of the students. In contrast, the present study focuses on the

procrastination level and its effects on the academic performance of the students.

Conceptual Framework

This study will be conducted to investigate the students procrastination level, factors

contributing towards their prcrastination and its perceived effects in their learning.

Input Process Output

*Level of
procrastination
*Factors
*Intervention
contributing *Questionnaires plans suggested
towards
*Document based on the
procrastination
Analysis results of the
*Perceived study.
effects of
procrastination
in learning.

The paradigm of the study illustrates 3 boxes that carry variables where the level of

procrastination, factors contributing towards procrastination and perceived effects of

procrastination in learning are identified - process of collecting and analyzing data - and the
implication of the results to coming up with the intervention plan suggested by researchers to

address the problem regarding procrastination. As shown in the figure the left box presents the

input the level of procrastination, factors contributing towards procrastination and perceived

effects of procrastination in learning of the students. The arrow from the left box point towards

the middle box represents that these are the data's to be collected. In the middle of the two boxes

represents the process of collecting data which is through questionnaire checklist and data

analysis. The arrow from the middle box point towards the right box shows that the determined

results from the data collection and analysis will serve as the key to knowing what kind of

intervention plan to suggest. On the other hand, the right box shows the output or the

intervention plan that researchers suggest based on the result of the study to address the problem

regarding procrastination.

Chapter 3

METHODS OF STUDY AND SOURCES OF DATA

Research Design

The researchers will be using the descriptive method in this study. This method will be

used to describe the students’ procrastination level and its effects on their academic performance

and to determine the factors contributing towards their procrastination and its perceived effects

in their learning. However,in this study, the researchers will focus only on the procrastination

level and it’s effects on the academic performance of the students. To achieve this, the

researchers will conduct a survey checklist method that will be answered by the respondents to

gather the desired and necessary data of the study.

Respondents of the Study

The respondents of this study constituted the fifty-two (52) regular Grade twelve (12)

STEM students of Moncada Catholic School- Senior High School academic year 2020-2021.

The respondents of this study consisted of 52 respondents (87% of the total population) coming

from the Grade 12 STEM students of Moncada Catholic School. The section is the STEM – St.

Luke consisting of 38 girls and 14 boys respondents.

The distribution of the respondents is reflected in table 1:

Table 1
Distribution of Respondents
Section Gender Total number of Respondents

Students
Girls 44 38
Boys 16 14
ST. LUKE
Total 60 52
 As shown in Table 1, the total number of student-respondents was 52 which corresponds

to 87 % of the total number of regular Grade-12 students of MCS- SHS. The total number of

students was multiplied to 0.87 to determine the number of respondents.

Sampling Technique

According to Burns and Grove (1993), a population is defined as all elements

(individuals, objects and events) that meet the sample criteria for inclusion in a study. The study

population consist of 60 students from the Grade 12 Stem St. Luke of Moncada Catholic School,

the 52 respondents of this study were chosen using random sampling through the mobile

application "Roulette of names. Who is next?" wherein every possible sample that could be

selected has a feasibility of being picked or chosen. The names of the respondents in class were

written in the choices box in the app. The researchers will use the app to pick names, to identify

the 52 respondents of the study.

The total number of students was drawn using Slovin's Formula:

where:

N= Number of students

e= Margin of error (0.05)

n= sample size

Computing the number of respondents using the Slovin’s formula with 0.5 as the margin

of error:

n=N /(1+ N e 2)

n=60/¿)

n=60/(1+ 60× 0.0025)

 60
n=
1+.15

60
n=
1.15

n=52.17

n=52

Where n = 52 respondents

Research Instruments

The research instrument that will be used to conduct this study is survey checklist. The

checklist is composed of three parts: First, is where the researchers use rating scale to determine

the procrastination level of the respondents, the verbal description that the researchers use is

adapted from the Procrastination Assessment Scale-Students (PASS) created by Solomon and

Rothblum 1984. Second part, to know the factors contributing towards procrastination of

respondents, the researchers adopt the 2nd part of likert scale Procrastination Assessment Scale-

Students (PASS). The second part of PASS is constructed with 13 possible reasons for

procrastination: perfectionism, evaluation anxiety, low self-esteem, aversiveness of task,

laziness, time management, difficulty making decisions, peer pressure, dependency, lack of

assertion, risk taking, fear of success, and rebellion against control, there are two items for each

of reasons therefore having a total of twenty-six (26) items. The third part of the survey checklist

is also likert scale to determine the perceived effects of procrastination on learning of the

respondents, the researchers adopt and derived from an instrument used in a study conducted by

I. Hussain and S. Sultan (2010) titled “Analysis of Procrastination among University Students”.

After the researchers created the survey checklist it will be checked and validated by one of the

panel. These survey checklist will serve as guide in gathering data from the respondents.
The survey checklist will be administered with the use of Google forms. The survey checklist is

composed of thirty-seven (37) items, it is divided into three parts; Procrastination Level one (1)

item, factors contributing towards procrastination twenty-six (26) items and perceived effects of

procrastination on learning ten (10) items. Also the researchers will ask permission to the Grade

12 STEM adviser and students to conduct the aforementioned methods before sending the survey

checklist on the respective email addresses or by sending the survey link in the facebook

messenger accounts of the selected respondents. In addition, the researchers will use a table to

show the population of the respondents and the sample size that will constitute the study.

Data Gathering Procedure

Before conducting the study, the researchers will consult one of the panel to check the

survey checklist. After the consultation, the researchers will request a list of regular Grade 12

STEM students in the Principals office and then, a formal letter will be written to the Principal to

conduct the survey checklist online to the Grade 12 STEM students of Moncada Catholic School.

Then, the researchers will pick the fifty-two (52) respondents using random sampling method

through an application “Roulette of names. Who is next?”. The researchers will also write a

consent from the Grade 12 STEM students to be the respondents of the study. A brief

explanation about the objective or purpose of the study will be given before the administration of

the survey checklist starts.

After that, the researchers will administer the survey checklist to the respondents, the

researchers then will analyze and interpret the result using the Percentage Distribution Formula
and Arithmetic Mean to know the Procrastination level and it’s effect on the Academic

Performance of the respondents.

Statistical Treatment

The data collected in the questionnaire was tabulated and tallied to ease the analysis and to
determine the respondents’ level of procrastination, factors contributing towards their procrastination
and the perceived effects of procrastination in their learning, the researchers will use the Percentage
Distribution Formula.

f
P¿ ×100
n
Where:

P¿Percentage of interest and expectation

f ¿ The number of frequency of the respondents answer

n ¿ The number of respondents

To facilitate analysis and interpretation of data, the following scoring procedures are used:

A. Scoring System for Students’ Level of Procrastination

To describe the over-all procrastination level of the students, the researchers adapted a scoring
system used by J. Revilla in his study conducted in STI college of Santa Rosa and verbal description was
adapted in Procrastination Assessment Scale-Students (PASS) made by Solomon and Rothblum (1984).
The scoring system is comprised of five procrastination level: Always Procrastinate, Nearly Always,
Sometimes, Almost never, Never Procrastinate.

Table 1 shows the scoring system for the over-all procrastination level of the respondents. The
scoring indicates that a score of 5 is considered as Always Procrastinate when it comes to the
respondents’ overall level of procrastination, Nearly Always for scores ranging from 4-4.9, Sometimes
for scores ranging from 3-3.9, Almost never for scores ranging from 2-2.9 and Never Procrastinate for
scores ranging from 1-1.9.

Score Verbal Description

5 Always Procrastinate
4-4.9 Nearly Always
3-3.9 Sometimes
2-2.9 Almost Never
1-1.9 Never Procrastinate

B. Scoring System for Factors Contributing Towards the Procrastination of Student

 To know the factors contributing towards their procrastination, the researchers use the second
part of Procrastination Assessment Scale – Students made by Solomon and Rothblum 1984. The PASS is
constracted with 13 possible reasons for procrastination there are two items for each of these reasons,
for a total of 26 items.

Table 2 shows the scoring system for factors contributing towards the procrastination of the
respondents. The scoring system indicates that every students who score of 5 is considered as Definitely
Reflects Why I Procrastinated, Almost Reflects Why I Procrastinated for scores ranging from 4-4.9,
Somewhat reflects for scores ranging from 3-3.9, Nearly Reflects Why I Procrastinated for scores ranging
from 2-2.9, Not At All Reflects Why I Procrastinated for scores ranging from 1-1.9.

Score Verbal Description

5 Definitely Reflects Why I Procrastinated
4-4.9 Nearly Reflects Why I Procrastinated
3-3.9 Somewhat Reflects
2-2.9 Almost Not Reflects Why I Procrastinated
1-1.9 Not At All Reflects Why I Procrastinated

C. Scoring System for Effects of procrastination on Learning of Students

To know the perceived effects of procrastination on learning of the students, the researchers
adapted a scoring system used by I. Hussain and S. Sultan in their study conducted in The University of
Bawalpur, Pakistan. The scoring system indicates that every students who got an score of 5 is considered
Strongly Agree, Agree for score ranging from 4-4.9, Undecided for scores ranging from 3-3.9, Disagree
for scores ranging from 2-2.9, Strongly Disagree for scores ranging from 1-1.9.

Score Verbal Description

5 Strongly Agree
4-4.9 Agree
3-3.9 Undecided or Neutral
2-2.9 Disagree
1-1.9 Strongly Disagree