MAMAYA NA: PROCRASTINATION AMONG BEED STUDENTS

LAENIEL S. MARCELINO

Thesis Outline Submitted to the Department of Elementary Education,

College of Education, University of Southern Mindanao,
Kabacan, Cotabato in Partial Fulfilment of the
Requirements for the Degree of

BACHELOR OF ELEMENTARY EDUCATION

MAY 2022
 TABLE OF CONTENTS

Page
PRELIMINARIES
Title Page.............................................................................................................i

Approval of Thesis Outline..................................................................................ii

Table of Contents...............................................................................................iii

List of Dummy Tables.........................................................................................v

List of Figures.....................................................................................................vi

List of Appendices.............................................................................................vii

INTRODUCTION................................................................................................1

Significance of the Study..............................................................................1

Objectives of the Study.................................................................................3

Expected Outputs of the Study.....................................................................3

Place and Time of the Study.........................................................................4

Operational Definition of Terms....................................................................4

Hypothesis of the Study................................................................................4

Theoretical Framework.................................................................................5

Conceptual Framework.................................................................................7

Limitations of the Study.................................................................................8

REVIEW OF RELATED LITERATURE..............................................................9

Students Academic Performance.................................................................9

Definition of Procrastination........................................................................11

Student’s Procrastination............................................................................12
METHODOLOGY.............................................................................................15

Research Design.........................................................................................15

Respondents of the Study...........................................................................16

Sampling Procedure...................................................................................16

Research Instrument...................................................................................16

Data Gathering Procedure..........................................................................17

Statistical Analysis......................................................................................17

LITERATURE CITED.......................................................................................18

APPENDICES...................................................................................................23

CURRICULUM VITAE.....................................................................................28
 INTRODUCTION

Significance of the Study

Procrastination is described by Langton (2016) as delaying action until

it is too late or almost too late to implement a person's declared intentions. In

Filipino, it is known as Mañana Habit. It indicates "mamaya na," which means

"to finish later" (Mejia, 2017) or to figure out a way to put off doing something.

According to various estimates, this behavior affects 50 to 90 percent of

college and university students, and the problem is becoming more

widespread (Chehrzad, M., Ghanbari, A., Rahmatpour, P., Barari, F.,

Pourrajabi, A., & Alipour, Z. 2017).

According to Pinxten, M., De Laet, T., Van Soom, C., Peeters, C., &

Langie, G. (2019), there are two types of procrastination: passive and active.

Active procrastination, on the other hand, delay in completing a task as part of

time and self-management practice. On the other hand, passive

procrastination is the intentional postponement of completing a task (Dobson,

2017). Active and passive procrastinators both anticipate to attain their goals,

however passive procrastinators are expected to be inferior as a result of their

delay (Kim, S., Terrier, L. 2017).

 2

Procrastination has become more prevalent, and some researcher have

focused on its numerous elements, effects, benefits, and drawbacks but no

one at the University of Southern Mindanao has done a study on active and

passive procrastination. It signifies that it is not fully understood and that more

research is needed. To close the gap, this study will look at both active and

passive procrastination.

This study will provide information regarding the procrastination

behaviors of BEED students at the University of Southern Mindanao.

Specifically, the study will benefit the following:

For the Students. This study will help them to cope and to learn more about

procrastination. They will be more aware of their procrastination level. They

can use this as a basis to assess themselves.

For the Professors. This study will help them identify who among their

students are using active and/or passive procrastination. Through this, they

will be informed of their students’ reasons for succeeding or failing in school.

For Future Researchers. This study will help them discover new knowledge

and opportunity to dig deeper into procrastination. This may help them in their

respective research and serve as a reference.

 3

Objectives of the Study

The goal of the study is to determine the types of procrastinators by

differentiating between active and passive procrastinators. The following

objectives are set by the researcher to reach and achieve the goal of the

study:

1. Determine the socio-demographic profile of the respondents such as:

a. sex
b. academic year level
2. Determine respondents’ procrastinations type such as active and

passive; and

3. Determine the significant relationship between the respondents’ socio-

demographic profile and types of procrastination.

Expected Outputs of the Study

The expected output of the study is to determine the significant

differences of students' procrastination in terms of their sex and academic

level.
 4

Place and Time of the Study

This research will be conducted during the first semester of the

academic year 2022-2023 at the University of Southern Mindanao in Kabacan,

North Cotabato, specifically in the College of Education.

Operational Definition of Terms

Procrastination - to perform an action at a later time.

Active procrastination - intentionally delaying actions or tasks to use the

approaching deadline as motivation to complete tasks.

Passive procrastination – delaying decisions or actions because it is difficult

to complete the task on time.

Hypothesis of the Study

Ha1: There is a significant relationship between procrastination types

of respondents’ and the socio-demographic profile.

 5

Theoretical Framework

This study is anchored on Cognitive Behavioral Theory by Dryden

(2009). Cognitive behavioral theory examines how cognition or the process of

thinking influences behavior and vice versa (Parvez, 2021). It examines how

thoughts, feelings, and behaviors interact, with a focus on how certain minds

lead to particular emotions, which then result in particular behavioral reactions.

The current understanding of procrastination appears to accord well

with Cognitive Behavioral Theory (CBT). It claims that people postpone due to

fixed thinking patterns. Thoughts are changeable, and by changing them,

people can alter their moods and, ultimately, their actions. It also goes both

ways. Changing behaviors can lead to changes in people’s feelings and,

ultimately, their thoughts. Although feelings cannot be controlled directly, they

can be influenced indirectly by modifying their thoughts and behaviors. If they

can modify their moods by changing their thinking, then CBT can be a helpful

tool in overcoming negative emotions.

Meanwhile, Cognitive Behavioral Theory is believed to help people

avoid procrastinating. According to Duru & Balkis (2013), students who have

high levels of rational academic beliefs are more likely to be procrastinators.

As a result, they suggested a link between procrastination and cognition,

emphasizing the significance of adjusting one's mindset in overcoming

procrastination. It seeks to develop students' basic skills in overcoming

 6

procrastination in the CBT context and can be simply used in the teaching-

learning environment.
 7

Conceptual Framework

Figure 1 shows the variables of the study. The independent variables

represent the socio-demographic profile, such as sex and academic year

level. The dependent variable is the procrastination types of the respondents.

Independent Variables Dependent Variables

Socio-Demographic Profile

a. sex Procrastination Types

b. academic year level

Figure 1: Conceptual model showing the relationship between independent

variables and dependent variables of the study.

 8

Limitations of the Study

This study will only be looking at the procrastination behaviors of BEED

students at the University of Southern Mindanao-Main Campus. The

respondents who participate will be the 2nd and 3rd year BEED students who

are currently enrolled during the first semester of the school year 2022-2023 at

the College of Education.

 REVIEW OF RELATED LITERATURE

This literature review presents procrastination and students' academic

performance, definitions of procrastination, and students' procrastination.

Procrastination and Students’ Academic Performance

Educational studies have looked into the areas that determine and are

related to academic achievement among college students (Willems, J., Farley,

H., & Campbell, C. 2019). Because students' earlier experiences and

academic demands have become more diversified, the current rapid

development of higher education has generated new impediments to

university success. According to Merhi, R., Sanchez, E., Paniagua, A., &

Falaci, F.J (2018), the freshmen of higher education have been regarded as

an important year for students' bright future, engagement, and perseverance

at the institution. Not just the first year, but the second, third, and fourth as

well. They create ideas about themselves as students as well as about their

academic courses, which will influence their future engagement in the field

(Lerdpornkulrat, T., Koul, R., & Poondej, C. 2018).

 10

According to Aziz & Tariq (2019), one of the factors that influence the

academic performance of students is procrastination. It is a widespread

problem in different countries, especially among university students.

Furthermore, it also affects students in terms of their academic courses, levels

of performance, and academic self-efficacy (Meer, V., Brake, H., Dashtgard,

P., Bakker, A., & Olff, M., 2018). According to Chehrzad et al. (2017), the most

important determinants of procrastination are adult age, academic level, and

gender, with 70 percent of university students having moderate procrastination

and 14 percent having severe procrastination.

Academic performance is linked to procrastination differently. People

who procrastinate less perform better academically than those who

procrastinate more. It affects the academic work of university students' grades

or GPA (Engelschalk,T., Steuer, G., & Dresel, M. 2017). Nori, V., Hane, C.,

Crown, H., Au, R., Burke, W., Sanghavi, D., & Bleicher, P. (2019), found that

students with significant academic procrastination have lower academic

accomplishments. Other findings include a procrastinating tendency among

university students based on their year level and age (Lannoy, S., Billieux, J.,

Poncin, M., & Maurage, P. 2017). First-year undergraduate students, in

particular, struggle with time management and delay because of an

overestimation of their capacity to complete their goals in their first semester.

 11

Definition of Procrastination

Procrastination is the deliberate delay of beginning or accomplishing a

new activity for irrational reasons such as finding the assignment too

challenging or believing oneself unable to accomplish the work (Zacks & Hen,

2018). Gustavson and Miyake (2017) adapted this definition of academic

procrastination, which they describe as "the voluntary delay of action on

academic tasks despite the expectation of being worse off as a result of the

delay." It is a widespread behavioral and psychological worry that refers to

delaying work excessively and enduring unpleasant consequences (Xu, et al.,

2020). It is also, a complex behavior comprising both cognitive and emotional

variables, as well as self-evaluations of ability (Visser et al., 2018). According

to Steel and Klingsieck (2016), procrastination is the habit of constantly or

mostly always postponing work or tasks, as well as the experience of

unpleasant anxiety associated with it. It has historically been thought of as a

self-discipline or time management (Wolters et al., (2017). It is also associated

with increased stress levels, a worse sense of well-being, as well as sleep

 12

difficulties (Hairston & Shpitalni, 2016). It can be a barrier to achievement and

can affect an individual's mood, as well as his/her anxiety, despair, and low

self-esteem (Duru & Balkis, 2017).

Students’ Procrastination

Given how common procrastination is among college students, it has

clear implications for academic progress and satisfaction (Grunschel, C.,

Schwinger, M., & Steinmayr, R., 2016). Many other students procrastinate

because they find learning how to manage their learning process to be

extremely difficult. They are not yet entirely independent and mature, and they

struggle to inspire and encourage themselves, particularly when faced with

challenging and long-term learning tasks.

According to Tiboron, G.M., Decano, R., & Buladaco, M.V. (2021),

because they prioritize what they enjoy over their work, many students see

procrastination as the largest hindrance to time management. Some students'

calendars include schoolwork, household duties, leisure activities, and/or other

social events. As a consequence, schoolwork is frequently neglected, and it is

replaced by something more enjoyable in order to get more scheduling

freedom. However, according to Swanson (2016), almost all studies regard

procrastination as a self-control failure.

 13

Many students struggle to schedule their time for studying, attend after-

school tutoring or work sessions, and spend far less time studying than they

should. This activity is often accompanied by a flurry of emotions and

confusion, leaving students confused about where to begin. Despite the fact

that procrastination is widely seen as a negative trait, many students report

that it helps them attain academic success (Tiboron, et al., 2021).

Pinxten et al. (2019) classified procrastination into two types: active

and passive procrastination. Active procrastination is a deliberate method for

time management and self-management (Hen, M. & Zacks, S. 2019) while the

intentional postponement of completing a task is known as passive

procrastination (Dobson, 2017). Procrastination and anxiety are linked in a

similar way (Beutel et al., 2016).

Kim, S., Fernandez, S., & Terrier L. (2017) and other studies, mention

that passive procrastination ratings were adversely connected with

personalized goals and performance plans, but active procrastination had

favorable connections. Passive procrastination is ineffective, but active

procrastination is effective in achieving one's aims. Procrastination and life

satisfaction have a substantial negative association, indicating that passive

procrastinators are less content with their lives. This is similar to the

suggestions of Kim et al. (2017) that active procrastination should be

considered as planned, purposeful time and self-mangaement approach.

 14

Wu, I.L, Chen, K.W & Chiu, M.L. (2016) claimed that despite

individuals procrastinate in their daily lives, active procrastinators have

essentially equal outcomes to non-procrastinators. This type of procrastination

is not harmful. Active procrastinators multitask to save time and energy and

achieve excellent results. Higher and lower procrastinators' event-related

potential was also assessed, with high procrastinators preferring immediate

incentives over delayed and larger rewards.

Procrastination causes not just tension and anxiety after an event, but

it also has a bad impact on a person's general health by causing self-doubt,

frustration, shame, depression, and lack of self - esteem (Constantin, K.,

English, M.M., & Mazmanian, D. 2018). As a result of procrastination, they

may benefit from study skills instruction (Svartdal et al., 2021). In terms of the

various stages of a procrastination episode (Svartdal et al., 2020), it may be

worthwhile to distinguish between motivational regulation strategies

(Grunschel et al., 2016) and negative affecting regulation strategies (Eckert et

al., 2016). These can be tailored to the student's unique needs.

 METHODOLOGY

This chapter presents the research design, respondents of the study,

sampling procedure, research instrument, data gathering procedure, and

statistical analysis.

Research Design

This study will be use descriptive-comparative research design with the

survey questionnaire as the main instrument in gathering valuable data. The

variables of procrastination include the categories of active procrastination and

passive procrastination. Students will be placed into these categories based

on the corresponding definitions of each classification. Since this study is

concerned with the analysis of the students' demographic profile,

procrastination level, and its relation to students' motivation and self-esteem,

the said research design is suitable.

This design will be appropriate because the intention is to determine

the socio-demographic profile of the students, such as sex and academic

level, and to determine the students' procrastination, such as active and

passive procrastination. Comparisons will be made to identify the significant

 16

relationship between the socio-demographic profile and types of

procrastination of the respondents.

Respondents of the Study

The respondents of the study will be sixty (60) second year and sixty

(60) third year BEED students who are currently enrolled during the 1st

semester of SY 2022-2023 at the University of Southern Mindanao-Main

Campus.

Sampling Procedure

This study will employ stratified random sampling with quota allocation

of sixty (60) per year level of second year and third year BEED students.

Research Instrument

This study will use adapted and modified questionnaires. There will be

two (2) sets of questionnaires to be distributed. First, is the socio-demographic

characteristic of the respondents. Second, is the active procrastination scale,

 17

created by Choi and Moran in 2009. This scale determines whether a student

procrastinates actively or passively.

Data Gathering Procedure

Communication will be passed and addressed to the head of the

College of Education seeking permission to conduct the said study. A request

letter will be given to the respondents. After that, questionnaires will be directly

administered to the respondents. They will be given twenty (20) minutes to

finish the questionnaire. The data will be summarized and undergo analysis

and interpretation.

Statistical Analysis

In this study, the researcher will compile the data and statistically

analyze it using frequency and percentage for the socio-demographic profile

and mean for the procrastination level of students. ANOVA will be used for the

comparison of the socio-demographic profile and the procrastination types of

students in terms of sex and academic year level.

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