i

PROCRASTINATION: A MENACE TO EFFECTIVE LEARNING AMONG GRADE 11

EDUCANDS AT SCHOOL OF ST. JOSEPH THE WORKER

A Thesis

Presented to

The Faculty of

SCHOOL OF SAINT JOSEPH THE WORKER

Echague, Isabela

In Partial Fulfilment

Of the Requirements in Practical Research

By
Matthue Seth Saet Kvale
Nelson Macalintal Barit III
Arvin Brian Sayson Cadauan
Marcelo Samiling Castillo
Edcel Ballad Dumaua
Glessie James Saflor Andadi
Heherson Borromeo Mata Jr.
Hyacinth Joy Panganiban Menor
Jeraldine Biason Gumpal
Nathaniel Daquiz Gaboy
Ronnel Alcantara Asuncion

March 2019
 ii

APPROVAL SHEET

In partial fulfilment of the requirements in Practical Research I, this thesis titled

PROCRASTINATION: A MENACE TO EFFECTIVE LEARNING AMONG GRADE 11

EDUCANDS AT SCHOOL OF ST. JOSEPH THE WORKER prepared and submitted by

Group 1 namely Arvin Brian Sayson Cadauan, Marcelo Samiling Castillo, Edcel Ballad

Dumaua, Glessie James Saflor Andadi,, Heherson Borromeo Mata Jr., Hyacinth Joy

Panganiban Menor, Jeraldine Biason Gumpal, Matthue Seth Saet Kvale, Nathaniel

Daquiz Gaboy, Nelson Macalintal Barit, Ronnel Alcantara Asuncion is hereby

recommended for title defense.

DOLORES C. SABBALUCA, Ed. D.

Adviser

APPROVED by the Panel of Examiners with a grade of ___________

____________________
Chairman

____________________ _____________________
Member Member
____________________
Member

ACCEPTED partial fulfilment of the requirement in PRACTICAL RESEARCH 1

TERESITA N. PAGADOR, M. A. ED
Principal
 iii

ACKNOWLEDGMENT

The researcher acknowledges their debt of gratitude to all those who in one way

or another, contributed to the completion of this study.

Dr. Dolores C. Sabbaluca, their research adviser, for the motivation,

encouragement and gargantuan support extended to the researchers;

Likewise, the researchers’ deepest sense of gratitude is also due to the

school principal of the School of Saint Joseph the Worker, for the approval of the permit

to conduct the study;

The Grade 11 students who were the respondents to this study for answering

the questionnaire without mental reservation;

The senior high school teachers for their encouragement in the pursuit of this

endeavor;

To their parents, for the perpetual support, encouragement and unending love

accorded them;

Finally to the Father Almighty, the author of all creation for His insurmountable

guidance and for all the blessings showered upon them.

Researchers
 iv

DEDICATION

The researchers offer their work and dedicate

this to their parents, brothers,
sisters, friends,
and to God

Researchers
 v

TABLE OF CONTENTS

TITLEPAGE.................................................................................................................................... i

APPROVAL SHEET..................................................................................................................... ii

ACKNOWLEDGMENT ............................................................................................................... iii

DEDICATION ............................................................................................................................... iv

TABLE OF CONTENTS .............................................................................................................. v

CHAPTER I ................................................................................................................................... 1

THE PROBLEM AND ITS BACKGROUND ........................................................................ 1

Introduction............................................................................................................................ 1

Conceptual Framework ....................................................................................................... 3

Statement of the Problem ................................................................................................... 6

Basic Assumption ................................................................................................................. 6

Significance of the Study .................................................................................................... 6

Scope and Delimitation ....................................................................................................... 7

Definition of Terms ............................................................................................................... 8

CHAPTER II .................................................................................................................................. 9

REVIEW OF LITERATURE AND STUDIES ....................................................................... 9

Literature................................................................................................................................ 9

Studies ................................................................................................................................. 13

CHAPTER III ............................................................................................................................... 19

 vi

METHOD AND PROCEDURES OF THE STUDY............................................................ 19

Research Design ................................................................................................................ 19

Locale of the Study ............................................................................................................ 20

History of School of Saint Joseph the Worker ............................................................... 20

Respondents of the Study ................................................................................................ 22

Research Instrument ......................................................................................................... 22

Data Gathering Procedure ................................................................................................ 25

Statistical Treatment of the Data ..................................................................................... 25

CHAPTER IV .............................................................................................................................. 27

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ............................ 27

Part I. Profile of the Respondents.................................................................................... 27

Part II – Information Proper- Perceptions ....................................................................... 29

CHAPTER V ............................................................................................................................... 36

SUMMARY, CONCLUSION AND RECOMMENDATIONS. ........................................... 36

Summary Findings ............................................................................................................. 36

Conclusion ........................................................................................................................... 37

Recommendations ............................................................................................................. 38

BIBLIOGRAPHY ......................................................................................................................... 39

APPENDICES ............................................................................................................................. 42

QUESTIONNAIRE ..................................................................................................................... 45
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LIST OF TABLES

TABLE TITLE PAGE

1 Frequency and Percentage Distribution

Of Respondents by Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

2 Frequency and Percentage Distribution

Of Respondents by Gender. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

3 Causes of Procrastination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

4 Effect of Procrastination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

5 Extent of Effect of the Interventions to Get Across

Procrastination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
 1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Educands nowadays, especially collage have difficulties in submitting their given

tasks and as a result to that kind of manner, most of these educands didn’t graduate or

some might’ve graduated but they got a hard time obtaining the grades that they needed

to pass the semester.

In school, we educands are actively fighting procrastination with our motivation

.students with Chronic Procrastination are at risk in underachieving academically.

Procrastination is an obstacle that is permanent and unavoidable, it can demotivate is in

many ways.

As Sarah Stodola1 said “Thanks to the Internet”, never has procrastination been

so ready an option for people in so many different walks of life, even if those of us who

work at a computer for living, especially the light novel writers are the most vulnerable

Scientist and Researches tend to think that procrastination is a modern very

phenomenon, and one that comes when the era of modern technology was invented. In

some ways, it is a modern phenomenon. But procrastination was also an ancient issue

since ancient times.

As of today, we understand procrastination not only as putting off something until

tomorrow, but also undertaking other, less important tasks as a means of putting off the

1
Sarah Stodola, Procrastination Through the Ages: A Brief History of Wasting Time, (Mental Floss, 2015),
mentalfloss.com/article/63887/procrastination-through-ages-brief-history-wasting-time
 2

more important ones. Procrastination also involves doing the wrong thing for that very

moment.

Procrastination is different from unfinished work because the one who didn’t finished the

work might have some very good reason like “death”.

Even though our technology is clearly advancing and the human brain capacity is

improving, we still don’t have much evidence from ancient time of how people

procrastinated, some say it was because of their attitude but some say it’s because of the

workload that was given to them. These reasons are merely not enough to clarify what is

the main thing that started procrastination

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Conceptual Framework

Procrastination is the avoidance of doing a task that needs to be accomplished. It

could be further stated as a habitual or intentional delay of starting or finishing a task

despite its negative consequences. It is a common human experience involving delay in

everyday chores or even putting off salient tasks such as attending an appointment,

submitting a job report or academic assignment, or broaching a stressful issue with a

partner. Although typically perceived as a negative trait due its hindering effect on one’s

productivity often associated with depression, low self-esteem, guilt and inadequacy; it

can also be considered a wise response to certain demands that could present risky or

negative outcomes or require waiting for a new information to arrive.

The profile of Grade 11 educands as respondents have a great impact on

procrastination in terms of their age and gender. Moreover, Grade 11 educands must also

know the causes of procrastination and what will be the extent of effect of it on their lives.

In addition, the Grade 11 educands must also find interventions to get across

procrastination. This is the concept that frames upon this study.

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INPUT PROCESS OUTPUT

 Respondents’
profile.
o Age
o Gender

Continuous
 Causes of Lessen the
Procrastination monitoring and
procrastination
periodic evaluation
among Grade 11
 Effects of
on students’ self-
procrastination educands
assessment on
 Interventions Procrastination
posted to get
across
procrastination

FEEDBACK

Figure 1.

Paradigm of the Study

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Figure 1 shows the conceptual framework of the study. It is based upon the

systems approach which focuses on the input, process and output cycle.

The input considers the respondents profile of the grade 11 students of school of

St. Joseph the Worker randomly selected in terms of age and gender. Included also

were the causes of procrastination, the effect of procrastination, and the interventions

posted to get across procrastination.

The process focuses on continuous monitoring and periodic evaluation on

students’ self-assessment on Procrastination.

The output responds to lessen the procrastination among Grade 11 St. Augustine.

To conclude the flow of the paradigm is the feedback which interlopes the input

and process through a broken line to yield suggestions which could serve as indices to

further improve the multiple roles of the respondent’s.

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Statement of the Problem

This study aimed to answer the following question.

1. What is the personal circumstances of the respondents in terms of:

1.1 Age

1.2 Gender

2. What are the causes of procrastination and to what extent are these felt?

3. What is the extent effect of procrastination?

4. How effective are the interventions posted to get across procrastination?

Basic Assumption

This study is guided by the following assumptions herein stated:

1. That there were causes of procrastination experienced by the respondents

in varying extents.

2. That procrastination affects the performance of grade 11 educands.

3. That there were interventions posted to get across procrastination.

Significance of the Study

The gathered date to this study is essential to the following group of people:

School Heads. This would provide those insights on the negative effect of

procrastination in students’ achievement in all the disciplines.

Teachers. This would provide them knowledge on the disadvantages of

procrastination
 7

In the completion of the assigned tasks assigned to students.

Students. The result of the study will make the students aware of the predicament

in practicing procrastination.

Parents. They will be aware of the importance of their roles, support, and

assistance in combating procrastination among their children to effect better educational

outputs.

Community. This study would give the public a wider view of the disadvantages of

being procrastinated.

Future Researchers. Similar study is recommended to future researchers who

want to venture in similar study utilizing other variables to lessen the burden of

procrastination.

Scope and Delimitation

This study focused on Procrastination: A Menace to Effective Learning among

Grade 11 Educands at School of St. Joseph the Worker, Second Semester 2018-

2019.

It dealt on the respondents’ profile such as age and gender. It further delved on

the causes of procrastination, the effects of procrastination and the interventions to

combat procrastination.
 8

Definition of Terms

For clearer understanding of this study, some terms were defined either operationally

or authoritatively.

Adopt - As used in the study, legally take and bring it up as one’s own.

Attributes- As used in the study, a quality or feature regarded as a characteristic or

inherit part of someone or something.

Educands - As used in the study, it means the grade 11 students who served as the

respondents of the study.

Essential - As reflected in the study, basic to the nature of someone or something.

Menace - As used in the study, a person or thing that is likely to cause harm; a threat

or danger.

Procrastination –To put off doing until a future time.2

2
Houghton Mifflin, Webster’s New World College Dictionary, (Harcourt Publishing Company, 2014)
 9

CHAPTER II

REVIEW OF LITERATURE AND STUDIES

This chapter present a discussion of some related literature and studies which

were gathered from sources and which have bearing with this present piece of work.

Literature

According to Jane B. Burka (Author) and Leonora M. Yuen (Author, Publisher) 3.

Procrastination. The word conjures up different images for each of us. If you are among

the fortunate who are not severely afflicted, you may imagine a person lying in a

hammock, contentedly drinking a beer instead of mowing the lawn. But if procrastination

has been a problem for you, the images are probably less pleasant: a desk so cluttered

that you hardly can see if beneath the rubble; the faces of old friends you’ve been

meaning to write for years; memories of school days that turned into all-nighters; a project

that even now waiting to be done….

Procrastination plagues people of all occupations. Under the constant pressure of

grades and other evaluations, a student puts off writing papers and studying for exam,

only to cram for days when time has finally run out.

Boice4 emphasized that procrastination, in his view, consists largely of opting for

short term relief through acts that are easy and immediately rewarding, while generally

3
Jane B. Burka and Leonora M. Yuen, Procrastination Why You Do It, What to Do about It, (Perseus Books, Place
of Publication: Cambridge, MA Publication year, 1988, Page number: viii).
4
Robert Boice, Procrastination and Blocking: A Novel, Practical Approach, (Praeger Publisher, 1996)
 10

avoiding even the thought (and its anxiety) of doing more difficult, delayable, important

things. Its effects can be seen most commonly in the everyday “busyness” of people doing

what is unnecessary and supposing themselves productive but never being quite able to

catch up with all the things thy most need to do. Busyness, as will be discussed later, is

a usual companion of procrastination. Procrastination occurs more obviously, at least in

the view of casual observers, in situations such as people queuing up at post office

windows just before annual IRS deadlines. It occurs less conspicuously but more

seriously among those of us whose tax forms are still unfinished while we fret well past

that midnight hour. And it acts most insidiously

Through Kartin B. Klingsieck’s5 research in procrastination, he defines it as a

phenomenon that often entails negative outcomes with regard to performance and

subjective well-being. In an attempt to understand the character of procrastination, a large

body of research on the causes, correlates, and consequences of procrastination has

been accumulating over the last 40 years. The aim of this research paper is to provide a

systematic characterization of the trends in procrastination research and to suggest future

directions for research and practice. The systematic characterization comprises a

comparison of procrastination to functional forms of delay and a presentation of the

theoretical approaches to explaining procrastination. The future directions suggested

pertain to the development of a differentiated understanding of procrastination and of

integral interventions.

5
Kartin B. Klingsieck, Procrastination, (Department of Psychology, Place of Publication: University of Paderborn,
Germany, Issue publication date: January 2013, Pages. 24-34).
 11

In accordance to Howe Chern Wan, Luke A. Downey, and Con Stough’s6

perception on procrastination. Conceptualization of procrastination as self-regulation

failure have received considerable empirical support. However, procrastination has only

occasionally been examined in relation to variables emphasized in models of self-

regulated learning. We examined relations between procrastination, achievement goal

orientation, and learning strategies usage.

According to Erkan Faruk Sirin’s7 view point on procrastination. It is now a more

common phenomenon among students than ever. Because they have lots of things to do

that they have limited time. When the literature concerning procrastination is reviewed, it

can be easily made out that reason for procrastination behaviors are various. Because of

these reasons, sometimes, we do not go into action until the very last minute, sometimes

we go into action after the scheduled time is over or we never go into action.

Dryden8 stated, however when the individuals have problem with procrastination it

usually refers to them acting in a dilatory manner and thus laying something aside until a

future unspecified time (e.g. ‘I will do eventually’); or, if a future time has been specified,

no action occurs when the time arrives (e.g. ‘I was going to start the essay but a friend

popped round on an one thing led to another’). To put the problem of procrastination

simply: you kep putting off doing what you better judgment tells you should be done now

(incidentally, procrastinate is often confused with prevaricate which mean to act or speak

6
Howe Chern Wan, Understanding non-work presenteeism: Relationships between emotional intelligence, boredom,
procrastination and job stress, (Centre for Human Psychopharmacology, Published Date: July 2014, Pages 86-90).
7
Erkan Faruk Sirin, Academic procrastination among undergraduates attending school of physical education and
sports: Role of general procrastination, academic motivation and academic self-efficacy, (Academic Journals,
Published Date: May 2011, Pages. 447-455).
8
Windy Dryden, Life Coaching: A Cognitive-Behavioural Approach, (Brunner Routledge, 2002 Page. 41)
 12

evasively or misleading’). Sometimes procrastination is accompanied by self-

condemnation (e.g. “I want to knuckle down but I’m so bloody useless at doing it’).
 13

Studies

Senacal9 in her study concluded the role of autonomous self-regulation as a

predictor of academic procrastination was assessed. French-Canadian students from a

junior college (N = 498) completed the Academic Motivation Scale as well as an academic

procrastination scale and other measures (anxiety, self-esteem, and depression) that

have been found to be related to fear of failure. Correlations results indicated that students

with intrinsic reasons for persuing academic tasks procrastinated less than those with

less autonomous reasons (external regulation and motivation). Regression results

indicated the measures of depression, self-esteem, and anxiety accounted for 14% of the

variance in academic procrastination, whereas the self-regulation variables accounted for

25%. These results support the notion that procrastination is a motivational problem that

involves more than poor time management skills or trait laziness.

Ambainis10, discussed that in this paper, we reconsider the definition of

procrastinating learning machines. In the original definition of Freivalds and Smith [FS93],

constructive ordinals are used to bound mind changes. We investigate possibility of using

arbitrary linearly ordered sets to bond mind changes in similar way. It turns out that using

certain ordered sets it is possible to define inductive inference types different from

previously known one. We investigate properties of the new inductive inference types and

compare them to other types.

9
Caroline Senecal, Self-regulation and Academic Procrastination, (The Journal of Social Psychology 135,1995)
10
Andris Ambainis, Inductive Inference with procrastination: back to definitions, (Fundamenta Informaticae 40 (1),
1-16, 1999)
 14

Jejurikar11, explained that procrastination scheduling has gained importance for

energy efficiency due to the rapid increase in the leakage power consumption. Under

procrastination scheduling, task executions are delayed to extend processor shutdown

intervals, thereby reducing the idle energy consumption. We propose algorithms to

compute the maximum procrastination intervals for tasks scheduled by either the fixed

priority dual priority scheduling policy. We show that dual priority scheduling policy always

guarantees longer shutdowns intervals than fixed priority scheduling. We further combine

procrastination scheduling with dynamic voltage scaling to minimize the total static and

dynamic energy consumption of the system. Our simulation experiments show that the

proposed algorithms can extend the sleep intervals up to 5 times while meeting the timing

requirements. The results show up to 18% energy gains over dynamic voltage scaling.

O’Donoghue12 emphasized that the recent models of procrastination due to self-

control problems assume that a procrastinator considers just one option and unaware of

her self-control problems. We develop a model where a person chooses from a menu of

options and is partially aware of her self-control problems. These menu mode replicate

earlier results and generates new ones. A person might forgo completing an attractive

options because she plans to complete a more attractive but never-to-be-completed

option. Hence, providing a no procrastinator additional options can induce procrastination,

and a person may procrastinate worse persuing important goals than unimportant ones.

11
Ravindra Jejurikar, Procrastination Scheduling in fixed priority real-time systems, (ACM Sigplan Notices 2004)
12
Ted O’Donoghue, Choice and Procrastination, (The quarterly Journal of Economics 2001)
 15

Fiore13 says, “A complete treatment of procrastination must address the underlying

block needs that cause a person to resort to procrastination. The Now Habit started with

a new definition: Procrastination is a mechanism for coping with the anxiety associated

with starting and completing any task or decision. From his definition it follows that those

most vulnerable to procrastination are those who feel the most threatened by difficulty in

starting a project, criticism, failure, and the loss of other opportunities that may result from

committing to one project.”

Moon14 stated that, growing body of research suggests that academic

procrastination is a dynamic behavior that follows a curvilinear trajectory over time. In this

research, we examined whether there are inter-individual differences in this trajectory, the

extent to which these differences can be predicted by other variables, and the relationship

between temporal changes in procrastination and academic outcomes. We collected

multi-wave data from 303 students regarding their actual procrastination behavior and

test performance during an academic semester, as well as single measurements of their

self-reported levels of trait procrastination, conscientiousness, and neuroticism. Using

latent growth curve modeling, we found that high and low procrastinators followed the

same trajectory over time that the self-report measures did not predict temporal changes

in procrastination and test performance, and that procrastination behavior was negatively

related to test performance throughout the semester. The implications of these findings

13
Neil Fiore, The Now Habit: A Strategic Program for Overcoming Procrastination and Enjoying Guilt-Free Play,
(Putnam, 2007)
14
Simon M. Moon, Exploring the dynamic nature of procrastination: A latent growth curve analysis of academic
procrastination, (Research Gate, 2005)
 16

for trait-based theories of procrastination, and the measurement of procrastination in

general, are discussed

Eerde15 emphasized that meta-analysis contains the correlations of 121 studies

examining the relation between procrastination and personality variables, motives, affect,

and performance. The largest negative effect sizes were found in relation to

conscientiousness and self-efficacy, and the largest positive relation was found with self-

handicapping. Affect was moderately related, as well as performance outcomes, and

motives were weakly correlated. Many of the effect size categories were heterogeneous,

indicating that moderators may play a role. However, the majority of studies did not

account for moderators. It is argued that this is a serious shortcoming and that a different

type of research is needed to study procrastination in a meaningful way.

Tice16 explained that Procrastination is variously described as harmful, innocuous,

or even beneficial Two longitudinal studies examined procrastination among students

Procrastinators reported lower stress and less illness than non-procrastinators early in

the semester, but they reported higher stress and more illness late in the term, and overall

they were sicker Procrastinators also received lower grades on all assignments

Procrastination thus appears to be a self-defeating behavior pattern marked by short-term

benefits and long-term costs

15
Wendelien Van Eerde, A meta-analytically derived network of Procrastination, (Personality and Individual
Differences, 2003)
16
Dianne M. Tice, Longitudinal Study of Procrastination, Performance, Stress, and Health: The Costs and Benefits of
Dawdling, (Psychological Science, 1997)
 17

Skays17 says that in this study, the authors examined the relationships among

procrastination, efficacy expectations, anxiety, gender, and age for 141 university

students. Participants were asked to think about a major project and to rate their efficacy

regarding the skills needed to accomplish the project. Bivariate correlations showed that

efficacy expectations and anxiety had significant, individual relationships with

procrastination. When these variables were entered into a regression model, only

cumulative efficacy strength was a significant predictor of procrastination. Implications for

practice and research suggestions are discussed.

Onwuegbuzie18 stated that Statistics anxiety, which is experienced by as many as

80% of graduate students, has been found to debilitate performance in statistics and

research methodology courses. As such, it is likely that statistics anxiety is, in part,

responsible for many students delaying enrollment in these courses for as long as

possible. Moreover, it is possible that, once enrolled in these courses, students with high

levels of statistics anxiety tend to procrastinate on assignments. Thus, the purpose of this

study was: (a) to examine the prevalence of procrastination among graduate students,

and (b) to investigate the relationship between academic procrastination and six

dimensions of statistics anxiety. Participants were 135 graduate students enrolled in three

sections of a required introductory-level educational research course at a university in the

southeastern part of the USA. Findings revealed that a high percentage of students

reported problems with procrastination on writing term papers, studying for examinations,

and completing weekly reading assignments. A canonical correlation analysis (R c1 =.51)

17
Carol A. Skay, Procrastination in College Students: The Role of Self-Efficacy and Anxiety, (Journal of Counselling
and Development, 2011
18
Anthony J. Onwuegbusie, Academic Procrastination and Statistics Anxiety, (Assessment and Evaluation in Higher
Education, 2004)
 18

revealed that academic procrastination resulting from both fear of failure and task

aversiveness was related significantly to worth of statistics, interpretation anxiety, test and

class anxiety, computational self-concept, fear of asking for help, and fear of the statistics

instructor. Implications for statistics anxiety reduction as a procrastination intervention are

discussed.
 19

CHAPTER III

METHOD AND PROCEDURES OF THE STUDY

This chapter is concerned mainly with the research method used in this study, the

locale, the respondents, the research instruments, the research procedure and the

statistical treatment of data.

Research Design

In conducting this study, the researcher used the descriptive survey method. This

method enabled us to gather data and pertinent information about the present and

existing condition of a group. This type of research is integral in giving intelligence to

researchers who desire to conduct a study of present trends and conditions.

It is a method of quantitative description amplified by enough textual explanations.

Calderon19 explains that descriptive method of research is a purposive process of

gathering, analyzing, classifying and tabulating data about prevailing situations,

conditions, practices, beliefs, processes, tends, cause and effect relationship and then

making adequate and accurate interpretation about such data with or without the aid of

statistical methods.

According to Padua,20 this approach attempts to establish norms and standards

based on a wide class of survey data. This method involves the identification of factors

19 Jose F. Calderon, et.al. Methods of Research and Thesis Writing, (Mandaluyong City, National

Book Store Inc., 1993), p. 61.

20
Norberto N. Padua, Elements of Research, (Cubao, Quezon City: MMM Books Inc., Fil-Asian Institute for
Research and Management, 1995), p. 36.
 20

that affect the nature of a group of persons. It includes induction, classification, analysis

and enumeration of measurements. This type of research design is useful in giving

pertinent information to present trends and tendencies. It is also used in identifying

relationships among and between variables. It answers questions about “what” is rather

than “why is it so.”

Locale of the Study

This study was conducted at the School of Saint Joseph the Worker Formerly

Lyceum of Echague, Isabela.

History of School of Saint Joseph the Worker

The School of Saint Joseph the Worker, formerly Lyceum of Echague,

Would be forever grateful to Most Rev. Teodulfo S. Domingo, DD. (Ret.) and Ret.

Rev. Msgr. Domingo P. Mallo, V.G., both from the Archdiocese of Tuguegarao.

Their collaborated effort, along with the timely assignment of Rev. Francisco

Martinez of Gamu, Isabela, assigned as assistant parish priest of Echague, came the first

operation of the school in 1959 originally named Legarda Memorial High School, the later

as the founder.

Seeing the necessity of putting up a school to train Christian leaders in the parish,

he solicited the help of some generous parishioners. Dr. & Mrs. Domingo Babaran, Mr.

Augusto Perez, and a few more, shouldered the required bonds in order to obtain

government permit to operate.

Out to prove that he was not just a desk pastor, the parish bristled with activities

most especially in the construction of school facilities and other. Mrs & Mrs. Rodriguez
 21

donated lumber to construct a new high school building. Forth the rector’s cottage with

Doña Antonia Abad Vida de Gomez who donated the needed construction material.

In no time, Rev. Fr. Francisco Martinez learned the mechanic of school

administration and anchored the school on solid financial mooring with a small-scale

faculty development. That of course, did not detract from his main trust which was his

apostolate in the barrios.

As the years passed by, new buildings were put up to accommodate the increasing

population. From 1959-1974, different priests served as rectors: Fr. Francisco Martinez,

Fr. Juan Quinto, Fr. Ramon Navarro, and Fr. Ingeno Rapadas. From 1977 to present, the

following served as chaplains: Fr. Jose Mangulabnan, Msgr. Daniel Guiyab, and Fr.

Edwin Ramirez, Fr. Dante Mazo, Fr. Patrick Pua, Fr. Darwin Mamauag. And Fr. Saturnino

Talosig.

The Franciscan Apostolic Sisters (FAS) took part in the teaching institution,

handling religion subjects. From 1974-1976, Rev. Sr. Mary Bontogan, FAS was appointed

directress and at the same time the first principal among the religious group assigned in

the high school department. In 1974, the college department was abolished the

administration of the school was then handed down to the Francisca Apostolic Sisters

(FAS), given them the positions as school heads, and other assignments such as

classroom teachers and other office works. From 1974, seven more religious sisters

served as principals completing 48 years of service in the school: Sr. Rufina Sobreviga,

FAS (1990-1991), Sr. Lolita Loseño,FAS (1991-1994), Sr. Ma. Adela Pabon, FAS (1994-

2001), Sr. Caridad Galam, FAS (2001-2003), and Sr. Lolita Loseño, FAS (2003-2009).
 22

Respondents of the Study

The respondents to this study were the grade 11 students of School of Saint

Joseph the Worker randomly selected. There are 5 sections which comprised the

following: St. Augustine, St. Bonaventure, St. Jerome, St. John Bosco, and St. Teresa of

Avila. The Slovins formula was utilized to identify the sample of the study; the systematic

sampling to balance the distribution of the grade 11 respondents was used. Systematic

sampling is a probability sampling method where the element are chosen from a target

population by selecting a random starting point and selecting other members after a fixed

“sampling interval”.

Research Instrument

In gathering the needed data, the researcher used a structured questionnaire and

unstructured interview and documentary analysis.

The questionnaire was prepared after an intensive review of literature and studies

that have bearing to the present study. It consisted of the following parts:

Part I - Respondents’ Profile

Part II – Causes of Procrastination

Part III – Effect of Procrastination

Part IV – Interventions to Get Across Procrastination

Try-out of the Questionnaire

- The questionnaire was tried out to some selected grade II students who were not the

target respondents. They were requested to give comments and suggestion for the

improvement of the questionnaire.

 23

The draft was presented to the adviser for its improvement and its final acceptance,

after which reproduction and distribution followed.

Scoring of the Questionnaire

The responses of the respondents gathered through the questionnaire were

converted into numerical weights using the Likert 5-point Scale.

- To gauge the frequency of the causes of procrastination, experienced by the

respondents, the following scale was used:

Legend:

Points Scale Qualitative Descriptions

5 4.21 – 5.00 Very Often (VO)

4 3.41- 4.20 Often (O)

3 2.61 – 3.40 Sometimes (SM)

2 1.81 – 2.60 Seldom (SL)

1 1.00 – 1.80 Never (N)

- To measure the effect of procrastination, the following scale was utilized:

Legend:
 24

Points Scale Qualitative Descriptions

5 4.21 – 5.00 Very affective (VA)

4 3.41- 4.20 Affective (A)

3 2.61 – 3.40 Moderately Affective (MA)

2 1.81 – 2.60 Slightly Affective (SA)

1 1.00 – 1.80 Least Affective (LA)

- To compute the extent of the interventions posted to get across procrastinations, the

following scale was used:

Legend:

Points Scale Qualitative Descriptions

5 4.21 – 5.00 Very Effective (VE)

4 3.41- 4.20 Effective (E)

3 2.61 – 3.40 Moderately Effective (ME)

2 1.81 – 2.60 Slightly Effective (SE)

1 1.00 – 1.80 Least Effective (LE)

Unstructured Interview

An interview was conducted to the respondents of the study to further gather

information that were beneficial to the present study. This was done randomly during the
 25

retrieval, the questionnaire. The purpose of which was to check and counter check the

validity and the reliability of the data that were gathered through the questionnaire aside

from enriching them.

Documentary Analysis

The researcher asked permission from the school librarian to avail of the

senior high school handbook and other documents relative to the subject under study.

Data Gathering Procedure

Various steps were followed in conducting the study. It underwent several phases

of data gathering procedures. Before data gathering, the researcher secured permission

from the school principal and academic coordinator of School of Saint Joseph the Worker.

Upon approval, the researcher distributed the questionnaire to the respondents of the

study.

Statistical Treatment of the Data

The responses gathered through the questionnaire were tallied, tabulated and

computed that facilitated the analysis and interpretation of data.

The following formulae were used:

1. Frequencies and Percentage

This formula was used in determining the personal circumstances of the

respondents in terms of age and gender.

The formula is:

f
P = ─ x 100%
n
 26

Where:
f = total frequency
n = total number of respondents

2. Weighted Mean

This was utilized in treating the data in answer to questions 2, 3, and 4.

The formula of the weighted mean is:

( W x Fr )
WAM = ────── x 100%
N

Where:
W = assigned weight

Fr = frequency of responses

N = total number of respondents

 27

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data gathered through the

questionnaire and interviews in connection with the problem of the study.

Part I. Profile of the Respondents

This portion of the study dealt with the respondents’ profile such as age and

gender.

Table 1 indicates the Respondents by Age.

Table 1

Respondents by Age

Particulars Frequency Percentage

15-16 21 42.00

17-18 29 58.00
Total 50 100.00

On age stratification, dominant was on age bracket 17-18 years old were 29 or

58.00 percent responded. It was followed by age bracket 15-16 of age were 21 or 42.00

percent confirmed of such age.

 28

This implies that most of the respondents were on age of productivity that they

were matured to answer the questions given them.

Table 2 shows the Respondents According to Gender.

Table 2

Respondents According to Gender

Particulars Frequency Percentage

Male 21 42.00

Female 29 58.00

Total 50 100.00

As shown in the table above, there were 29 or 58.00 percent who were female

respondents and 21 or 42.00 percent were male counterparts.

Analysis of the data reveals that the notion of the students as being dominated

by female is true.

Table 3 displays the causes of Procrastination.

 29

Part II – Information Proper- Perceptions

Table 3

Causes of Procrastination

Extent of Frequency
Particulars Weighted Qualitative
Rank
Mean Description
1. Preference on entertainment first
3.66 O 1
than the required task.
2. Poor study habits. 3.24 SM 9.5
3. Spoiled to the point that one
2.60 SL 19
does not do anything.
4. Suffering from depression that
2.66 SM 18
demotivates.
5. Friends influence one to
2.72 SM 16
procrastinate.
6. Failure of family to motivate their
children to accomplish school 3.62 O 2
works.
7. Gets lazy after finishing one task. 3.24 SM 9.5
8. Goal contradicts to the tasks. 3.12 SM 13.5
9. Teachers enforce deadlines and
allow students to turn in late
3.16 SM 11
work without a penalty.

10. Preoccupied with making

projects “perfect”, nervous about
3.40 SM 3..5
making mistakes or “messing
them up”, or afraid of criticism.
11. Communication gap. 3.40 SM 3.5
12. Lack of motivation. 3.33 SM 6
13. Overconfidence. 3.30 SM 8
14. Laziness. 3.15 SM 12
15. Teacher’s attitude. 3.12 SM 13.5
 30

16. Too much work. 3.27 SM 7

17. Stress. 3.35 SM 5
18. Social problems. 3.07 SM 15
19. Perfectionism. 2.70 SM 17
20. Working on small tasks because
2.10 SL 20
they are easier.
Average Weighted Mean 3.11 Sometimes

Table 3 presents the Causes of Procrastination. As reflected, out of the 20

particulars posted there were two (2) which fall within the bracket “often.” These were:

Preference on entertainment first than the required task with a weighted mean of 3.66.

Next in rank failure of family to motivate their children to accomplish school works, 3.62.

In can also be seen in the table that there were 15 particulars rated “sometimes.”

These were: Preoccupied with making projects “perfect”, nervous about making mistakes

or “messing them up”, or afraid of criticism and communication gap which obtained the

same weighted mean of 3.40. These was followed by Stress, 3.35; lack of motivation,

3.33; too much work, 3.27; overconfidence, 3.30; gets lazy after finishing one’s task and

poor study habits with the same weighted mean of, 3.24; Teachers enforce deadlines and

allow students to turn in late work without a penalty,3. 16; laziness, 3.15; goals contradicts

to do the task and teachers attitude with the same weighted mean of, 3.12; social

problems, 3.07; friends influence one to procrastinate, 2.72 and Spoiled to the point that

one does not do anything, 2.66.

The remaining two (2) particulars were rated “seldom.” These were suffering from

Spoiled to the point that one does not do anything and least registered was Working on
 31

small tasks because they are easier which posted weighted means of 2.60 and 2.10

respectively.

Summing up, the average weighted mean of 3.11 denotes that respondents

“Sometimes” experienced the causes of procrastination.

Table 4 presents the effect of procrastination.

 32

Table 4

Effect of Procrastination

Extent of Effect
Particulars Weighted Qualitative
Rank
Mean Description
1. Ignores one’s task decrease
3.32 MA 4
one’s performance.
2. Unfinished task leaves one to
3.52 A 1
guilt.
3. After procrastinating a task
3.36 MA 3
lessen one’s morale.
4. Results to low performance. 3.44 A 2
5. Failure to submit projects on
3.04 MA 10
time.
6. Affects overall performance in
3.26 MA 6
school.
7. Submits projects late. 3.00 MA 11
8. Prepares works rashly. 3.22 MA 7
9. Harbors the feeling of anxiety. 3.12 MA 8.5
10. Lack of focus on the assigned
3.28 MA 5
task.
11. Lowers the move. 2.79 MA 13
12. Inferiority complex. 2.72 MA 14
13. Fear of examination. 3.12 MA 8.5
14. Easily gets angry. 2.85 MA 12
15. Hesitation. 2.70 MA 15
Moderately
Average Weighted Mean 3.25
affective

It can be viewed in the table, that there were fifteen (15) particulars listed on the

effect of procrastination.
 33

Out of these, there were two (2) which were rated “affective.” Rank 1 was

Unfinished task leaves one to guilt with the weighted mean of 3.52. Next in rank was

Results to low performance with the weighted mean of 3.44.

The remaining thirteen (13) particulars fall under the bracket “moderately

affective.” These were After procrastinating a task lessen one’s morale, 3.36; Ignores

one’s task decrease one’s performance, 3.32; lack of focus on the assigned task, 3.28;

affects overall performance in school, 3.26; prepares works rashly, 3.22; harbors the

feeling of anxiety and fear of examination with the same weighted mean of, 3.12; failure

to submit projects on time, 3.04; submit projects late, 3.00; easily gets angry, 2.85; lowers

the move, 2.79; inferiority complex, 2.72 and hesitation, 2.70.

Herding up all the particulars together, the average weighted mean of 3.25 denotes

that procrastination was “moderately affective” on students behavior.

Table 5 presents the extent of effect of the Interventions to get across

Procrastination.
 34

Table 5

Extent of Effect of the Interventions to Get Across Procrastination.

Extent of Effect

Particulars Weighted Qualitative

Rank
Mean Description

1. Learns to accept task positively. 4.22 VE 13

2. Prepares the task on time. 4.18 E 16

3. Sets priorities. 4.40 VE 1
4. Practices time management. 4.37 VE 2

5. Focuses on the work assignment. 4.21 VE 14

6. Prepares a schedule for a given
4.20 E 15
task to accomplish.
7. Uses free time to do the given task. 4.03 E 20
8. Feels that studying is fun not a
4.15 E 17
torture.
9. Harbors positive attitude in
accepting responsibility. 4.12 E 18

10. Does things one at a time. 4.1O E 19

11. Recognizes that you are
4.28 VE 9
procrastinating.
12. Works out why you’re
4.27 VE 10
procrastinating.
13. Adapts anti procrastination
4.23 VE 12
strategies.
14. Practices the habit of being
4.33 VE 5
organize.
15. Uses diary, checklist to record
4.29 VE 8
deadlines and ongoing works.
16. Seeks assistance from teachers,
parents and friends for possible 4.35 VE 3
solution to the glitches.
17. Accomplishes things with an aura of
4.30 VE 7
exemplary performance.
18. Breaks the task down into smaller
4.25 VE 11
steps.
19. Deals with the problem early before
4.32 VE 6
it becomes insurmountable.
 35

20. Avoids the art of delay. 4.34 VE 4

Average Weighted Mean 4.25 Very Effective

Table 5 shows the effect of the interventions to get across procrastination. It can

be deduced that out of the twenty (20) particulars listed, there were 14 which were rated

by the respondents as “very effective.” Rank 1 was sets priorities with the weighted mean

of 4.40. Next was Practices time management with a weighted mean of 4.37. This was

followed by seeks assistance from teachers, parents and friends for possible solution to

the glitches; Avoids the art of delay; practices the habit of being organize; Deals with the

problem early before it comes insurmountable; accomplishes the things of exemplary

performance; Uses diary, checklist to record deadlines and ongoing works; Recognizes

that you are procrastinating; Works out why you’re procrastinating; Breaks the task down

into smaller steps; Adapts anti procrastination strategies; Learns to accept task positively

and Focuses on the work assignment with weighted means of 4.35, 4.34, 4.33, 4.32, 4.30,

4.29, 4.28, 4.27, 4.25, 4.23, 4.22 and 4.21 respectively.

It must be noted that the remaining six (6) particulars were considered “Effective.”

These were Prepares a schedule for a given task to accomplish, 4.20; Prepares the task

on time, 4.18; Feels that studying is fun not a torture, 4.15; Harbors positive attitude in

accepting responsibility, 4.12; Does things one at a time, 4.10 and least in rank was Uses

free time to do the given task, 4.03.

Generally, the average weighted mean of 4.25 equates that the interventions

posted to get across Procrastination were “Very Effective.”

 36

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS.

This chapter presents the summary, conclusion and recommendations as a result

of the data gathered through the questionnaire.

Summary Findings

PART I. PROFILE OF RESPONDENTS

On age stratification, dominant was on age bracket 17-18 years old were 29 or

58.00 percent responded. It was followed by age bracket 15-16 years old were 21

or 42.00 percent confirmed of such age.

As to gender distribution, there were 29 or 58.00 percent were females and

21 or 42.00 percent were male counterparts.

PART II. INFORMATION PROPER- PERCEPTIONS

As to the causes of procrastination, dominant was on Preference on

entertainment first than the required task with a weighted mean of 3.66 attributed

as “often.” Least registered was Working on small tasks because they are easier

with the weighted of 2.10 interpreted as “seldom.”

The average weighted mean of 3.11 manifest that respondents “sometimes”

experienced the causes of procrastination.

As to the extent effect of procrastination, rank 1 was Unfinished task leaves

one to guilt with a weighted mean of 3.52 interpreted as “affective.” Least

 37

registered was Hesitation with a weighted mean of 2.70 meaning “moderately

affective.”

The average weighted of 3.25 indicates that procrastination was “moderately

affective” on educands’ behaviour.

As to the extent of effect of the interventions posted to get across

Procrastination, dominant was Sets priorities with a weighted mean of 4.40 which

manifests “very effective.” Least in rank was Uses free time to do the given task

with a weighted mean of 4.03 meaning “effective.”

The average weighted mean of 4.25 denotes that the interventions posted to

get across procrastination was “very effective.”

Conclusion

Procrastination appears to make grade 11 students delay their academic

work, becoming self -exclusive and ignoring their academic responsibilities.

It is a tendency attitude or behaviour which describes an indecisive stake

lacking in will power and vitality to do a work.

Students become unable to do the right work at the right time living it for some

other time that may result in failure plunging them in a state of emotional

disturbance. These issues need to be resolved appropriately for maximum learning

outcomes.

The words of Dr. Wayne Dyer in his book “Your Erroneous Zone” states

“Procrastination is the thief of the time. It can drain vitality. It grows rapidly and the

only solution is radical surgery.”

 38

Recommendations

In the light of the findings, the following are hereby recommended:

1. Perfection hinders one’s ability to grow, learn and made positive change.

It is suggested that do not fear of making mistakes, it can cause people

to put off some of their input.

2. Focus on how work connects to one’s intervals, goals and concerns so one

is more likely to value their work and be motivated to invert their energy into

it.

3. Avoid being relaxed when it comes to the task completion.

4. Dot not focus on failures of past rather than potential failures of the present.

5. Use goals setting principle such us specific, measurable, achievable,

realistic and time-base in planning for a task to be accomplish.

6. Focus and understand the task before accomplishing it.

7. Clarify the topic by asking the teacher and other concerned in the educative

process and reading the references.

8. Reassess priorities and reduce commitments.

9. Use the momentum, often the hardest thing is to start.

10. Set specific amounts of time to work in a task. Thirty minutes to eat even if

one feels he\she can do more.

11. Similar study is recommended utilizing other variables to minimize the

burden of procrastination.
 39

BIBLIOGRAPHY
 40

Published Materials

Boice, R. (1996). Procrastination and Blocking: A Novel, Practical Approach . Praeger.

Burka, J. B., & Yuen, L. M. (1998). Procrastination Why You Do It, What to Do about It.

Cambridge: MA Publication.

Calderon, J. F. (1993). Methods of Research and Thesis Writing. Mandaluyong City: National

Books Store Inc.

Dryden, W. (2002). Life Coaching: A Cognitive-Behavioural Approach. East Sussex: Brunner

Routledge.

Fiore, N. (2007). The Now Habit. Putnam.

Klingsieck, K. B. (2013). Procrastination. Department of Psychology.

Mifflin, H. (2014). Webster's New World College Dictionary. Harcourt Publishing Company.

Padua, N. N. (1995). Elements of Research. Quezon City: MMM Books Inc., Fil-Asian Institute

for Research and Management .

Sirin, E. F. (2011). Academic procrastination among undergraduates attending school of physical

education and sports: Role of general procrastination, academic motivation and academic

self-efficacy. Academic Journal.

Wan, H. C. (2014). Understanding non-work presenteeism: Relationships between emotional

intelligence, boredom, procrastination and job stress . Centre for Human

Psychopharmacology .
 41

Unpublished Materials

Ambainis, A. (1999). Inductive Inference with procrastination: back to defenitions. Fundamenta

Informaticae.

Eerde, W. V. (2003). A meta-analytically derived work of Procrastination. Personality and

Individual Differences.

Jejurikar , R. (2004). Procrastination Scheduling in fixed priority real-time systems. ACM Sigplan

Notices .

Moon, S. M. (2007). Exploring the dynamic nature of procrastination: A latent growth curve

analysis of academic procrastination. Personality and Individual Differences.

O'Donoghue, T. (2001). Choice and Procrastination. The Quarterly Journal of Economics.

Onwuegbuzie, A. J. (2004). Academic Procrastination and Statistics. Assessment and Evaluation

in Higher Education.

Stodola, S. (2015). Procrastination Through the Ages: A Brief History of Wasting Time. Mental

Floss.

Senecal, C. (1995). Self-regulation and Academic Procrastination. The Journal of Social

Psychology.

Skay, C. A. (2011). Procrastination in College Students: The Role of Self-Efficacy and Anxiety.

Journal of Counselling and Development.

Tice, D. M. (1997). Longitudinal Study of Procrastination, Performance, Stress, and Health: The

Costs and Benefits of Dawdling. Psychological Science.

 42

APPENDICES
 43

Appendix A
Republic of the Philippines
Department of Education
Region 02
School of Saint Joseph the Worker
Echague, Isabela

January 28, 2019

TERESITA N. PAGADOR, M.A.ED.
School Principal

MADAAM:
May we seek permission from your office to allow the undersigned to conduct a

study titled PROCRASTINATION: A MENACE TO EFFECTIVE LEARNING AMONG

GRADE 11 EDUCANDS AT SCHOOL OF ST. JOSEPH THE WORKER

Partial fulfillment of the requirement in Practical Research, School of Saint Joseph the
Worker, Echague, Isabela Second Semester 2018-2019.
Anticipating for your favorable considerations and approval.

Very truly yours,

Nelson Macalintal Barit III

Matthue Seth Saet Kvale

APPROVED:
TERESITA N. PAGADOR, M.A.ED.
Principal
 44

Appendix B
Republic of the Philippines
Department of Education
Region 02
School of Saint Joseph the Worker
Echague, Isabela

January 29, 2019

Dear Respondent,
The undersigned are conducting a research titled PROCRASTINATION: A
MENACE TO EFFECTIVE LEARNING AMONG GRADE 11 EDUCANDS AT SCHOOL
OF ST. JOSEPH THE WORKER in partial fulfillment of the requirements in Practical
Research in School of Saint Joseph the Worker, Second Semester 2018-2019.
In this connection, please answer the attached questionnaire honestly and
correctly.
Rest assured that the data will be treated with utmost confidentiality.
Kindly return the duly accomplished questionnaire the soonest possible time.

Very truly yours,

Nelson Macalintal Barit III

Matthue Seth Saet Kvale
 45

QUESTIONNAIRE

Directions: This research aims to appraise Co-Curricular Activities: Essential Key for A
Better Quality of Education for School Year 2018-2019.
Please answer the questionnaire honestly without mental reservation. Your
responses will be treated confidential.
PART I. Respondents' Profile

Name (Optional):_____________________________________________________
Age: ____________ Gender: ________________ Strand: ____________________

PART II. EXTENT OF FREQUENCY OF THE CAUSES OF PROCRASTINATION

Direction: Below are the causes of procrastination. Please rate yourself by using the scale

below.

Legend:

Points Scale Qualitative Descriptions

5 4.21 – 5.00 Very Often (VO)

4 3.41- 4.20 Often (O)

3 2.61 – 3.40 Sometimes (SM)

2 1.81 – 2.60 Seldom (SL)

1 1.00 – 1.80 Never (N)

 46

Particulars Extent of Frequency

5 4 3 2 1
1. 1. Preference on entertainment first
than the required task.
2. Poor study habits.
3. Spoiled to the point that one does not
do anything.
4. Suffering from depression that
demotivates.
5. Friends influence one to procrastinate
6. Failure of family to motivate their
children to accomplish school works.
7. Gets lazy after finishing one task.
8. Goal contradicts to the tasks
9. Teachers enforce deadlines and allow
students to turn in late work without a
penalty.
10. Preoccupied with making projects
“perfect”, nervous about making
mistakes or “messing them up”, or
afraid of criticism.

11. Communication gap

12. Lack of motivation
13. Overconfidence
14. Laziness
15. Teacher’s attitude
16. Too much work
17. Stress
18. Social problems
19. Perfectionism

20. Working on small tasks because they

are easier.
 47

PART III. EXTENT OF EFFECT OF PROCRASTINATION

Direction: Listed hereunder are the effect of procrastination. Kindly rate yourself by using

the scale below.

Legend:

Points Scale Qualitative Descriptions

5 4.21 – 5.00 Very Affective (VA)

4 3.41- 4.20 Affective (A)

3 2.61 – 3.40 Moderately Affective (MA)

2 1.81 – 2.60 Slightly Affective (SA)

1 1.00 – 1.80 Least Affective (LA)

Particulars Extent of Affect

5 4 3 2 1
1. Ignores one’s task decrease one’s
performance.
2. Unfinished task leaves one to guilt.
3. After procrastinating a task lessen
one’s morale.
4. Results to low performance.
5. Failure to submit projects on time.
6. Affects overall performance in
school.
7. Submits projects late.
8. Prepares works rashly.
9. Harbours the feeling of anxiety.
10. Lack of focus on the assigned task.

11. Lowers the move.

12. Inferiority complex.
13. Fear of examination.
 48

14. Easily gets angry.

15. Hesitation.

PART IV. EXTENT OF EFFECT OF THE INTERVENTIONS TO GET ACROSS

PROCRASTINATION

Direction: Listed hereunder are the effect the interventions to get across procrastination.

Kindly rate yourself by using the scale below.

Legend:

Points Scale Qualitative Descriptions

5 4.21 – 5.00 Very Effective (VE)

4 3.41- 4.20 Effective (E)

3 2.61 – 3.40 Moderately Effective (ME)

2 1.81 – 2.60 Slightly Effective (SE)

1 1.00 – 1.80 Least Effective (LE)

Particulars Extent of Effect

5 4 3 2 1
1. Learns to accept task positively.
2. Prepares the task on time.
3. Sets priorities.
4. Practices time management.
5. Focuses on the work assignment.
6. Prepares a schedule for a given task
to accomplish.
7. Uses free time to do the given task.
8. Feels that studying is fun not a
torture.
 49

9. Harbours positive attitude in

accepting responsibility.

10. Does things one at a time.

11. Recognizes that you are
procrastinating.
12. Works out why you’re
procrastinating.
13. Adapts anti procrastination
strategies.
14. Practices the habit of being
organize.
15. Uses diary, checklist to record
deadlines and on-going works.
16. Seeks assistance from teachers,
parents and friends for possible
solution to the glitches.
17. Accomplishes things with an aura of
exemplary performance.
18. Breaks the task down into smaller
steps.
19. Deals with the problem early before
it becomes insurmountable.
20. Avoids the art of delay.

Thank you for your support.

Nelson Macalintal Barit III

Matthue Seth Saet Kvale
50