Republic of the Philippines

Department of Education
Region III
Division of Nueva Ecija
BONGABON SENIOR HIGH SCHOOL
Bongabon, Nueva Ecija

EFFECTS OF THE ACADEMIC PROCRASTINATION IN GRADE 12

HUMSS STUDENTS OF BONGABON SENIOR HIGH SCHOOL

A Quantitative study presented to

Ivan Johnson M. Moreno

In Partial Fulfillment of the Requirements in the Subject

Inquiries, Investigations and, immersion (3I’s)

By: GROUP 7
DUMLAO, FRENELYN GARCIA
SINCUA, FAITH MELIGRITO
VALDEZ, JOHN MARK RIMAS
(HUMMS 12 CHOCOMINT Researchers)
ACKNOWLEDGEMENT

At the end of this research, we would like to take some time

to thank all of the people without whom this research would never

have been possible. Although it is just our names on the cover,

many people have contributed to the research in their own

particular way and for that we want to give them special thanks.

First of all, to our Almighty God, for his countless

blessings, guidance, and love, and for whom I believe greatly

helped in our study.

Second, we would like to acknowledge our indebtedness and

render our warmest thanks to our research adviser, Ivan Johnson

M. Moreno, who made this work possible. His friendly guidance and

expert advices have been invaluable throughout all stages of the

work.

Lastly, we would like to thank Grade 12 Humanities and Social

Sciences students for their cooperation and for being our

respondents.

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DEDICATION

We dedicate this research first to our God, who gave us the

knowledge and understanding to make this study possible and

successful with his help and guidance. We also dedicate this to

the teachers that helped us in our research, especially our

Practical Research 2 teacher, Ivan Johnson M. Moreno. In addition

to the Grade 12 HUMMS students who served as our respondents,

this research study will not be possible with them. Also, we

dedicate this research to the people that helped us in our

research and spent their time with us, guiding us little by

little to make this research possible and a success. Lastly, we

dedicate this to all the readers to inform them about the effects

of the academic procrastination.

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ABSTRACT

Students suffer academic procrastination while dealing with

frequent deadlines and working under pressure. This causes to

delay their coursework and may affect their academic progress,

despite feeling worse.

The purpose of this research is to determine the EFFECTS OF

THE ACADEMIC PROCRASTINATION IN GRADE 12 HUMSS STUDENTS OF

BONGABON SENIOR HIGH SCHOOL And to give awareness that academic

procrastination can have a significant impact on their grades and

to broaden the knowledge of the readers about academic

procrastination.

The respondents have a total of 154 students. They are all

humanities and social sciences students. The researchers found

out that most of the respondents experience academic

procrastination, which has a big impact on their grades. It is

caused by their family problem, school work, personal matters,

and social media trends.

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Table of Contents
CHAPTER I....................................................................................................................................................1
THE PROBLEM AND ITS BACKGROUND........................................................................................................1
Introduction.............................................................................................................................................1
Statement of the Problem.......................................................................................................................7
HYPOTHESIS.............................................................................................................................................8
Conceptual Framework...........................................................................................................................8
Figure I. Research Paradigm................................................................................9
Significance of the Study.......................................................................................................................10
SCOPE AND LIMITATION........................................................................................................................11
DEFINITION OF TERMS.........................................................................................................................12
RESEARCH METHODOLOGY.......................................................................................................................14
Research Design....................................................................................................................................14
Research Locale.....................................................................................................................................15
Sample and Sampling Procedure........................................................................................................16
Table No.1...................................................................................................................................16
TABLE NO. 2 TOTAL POPULATION OF HUMSS STUDENTS..............................................17
Data Gathering Procedure.....................................................................................................................18
Statistical Treatment.............................................................................................................................18
TABLE NO. 3 LIKERT SCALE..................................................................................................19
CHAPTER III................................................................................................................................................20
Profile of Respondents..........................................................................................................................20
TABLE NO. 4 Distribution of Respondents According to Age.......................20
TABLE NO.5 Distribution of Respondents According to Sex.........................21
TABLE NO. 6.................................................................................................................................21
Distribution of Respondents According to their grades in 1st
semester........................................................................................................................................21
TABLE2NO.27,2QUESTION2NO.21...........................................................................................22
TABLE NO. 8, QUESTION NO. 2...........................................................................................23
TABLE NO. 9, QUESTION NO. 3...........................................................................................23
TABLE NO. 10, QUESTION NO.4...........................................................................................24
TABLE NO. 11, QUESTION NO.5.............................................................................................................24
FIGURE OF QUESTIONS 1-5....................................................................................................25

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 SCHOOLWORKS.....................................................................................................................................26
TABLE NO. 12, QUESTION NO.6...........................................................................................26
TABLE NO. 13, QUESTION NO. 7.........................................................................................26
TABLE NO. 14, QUESTION NO. 8.........................................................................................27
TABLE NO. 15, QUESTION NO.9...........................................................................................28
TABLE NO. 16, QUESTION NO. 10......................................................................................28
FIGURE2OF2QUESTIONS26-10..................................................................................................29
PERSONAL MATTERS.............................................................................................................................30
TABLE NO. 17, QUESTION NO.11.........................................................................................30
TABLE NO. 18, QUESTION NO.12.........................................................................................30
TABLE NO. 19, QUESTION NO.13.........................................................................................31
TABLE NO. 20, QUESTION NO. 14......................................................................................31
TABLE NO. 21, QUESTION NO. 15......................................................................................32
FIGURE OF QUESTIONS 11-15....................................32
SOCIAL MEDIA TRENDS..........................................................................................................................33
TABLE NO. 22, QUESTION NO. 16......................................................................................33
TABLE NO. 23, QUESTION NO. 17......................................................................................33
TABLENO. 24, QUESTION NO. 18.........................................................................................34
TABLE NO. 26, QUESTION NO. 20......................................................................................35
EFFECT OF PROCRASTINATION..............................................................................................................37
TABLE NO. 27, QUESTION NO. 21......................................................................................37
TABLE NO. 28, QUESTION NO. 22......................................................................................37
TABLE NO. 29, QUESTION NO. 23......................................................................................38
TABLE NO. 30, QUESTION NO. 24......................................................................................38
TABLE NO. 31, QUESTION NO. 25......................................................................................39
TABLE NO. 32, WEIGHTED MEAN..........................................................................................................41
Figure of Weighted Mean....................................................................................................41
TABLE OF PEARSON CORRELATION COEFFICIENT..................................................................................49
RESULT DETAILS & CALCULATION..........................................................................................................49
CHAPTER IV SUMMARY, CONCLUSIONS AND RECOMMENDATIONS...................................................51
SUMMARY.............................................................................................................................................51
RECOMMENDATIONS............................................................................................................................55

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 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction.

Procrastination is a phenomenon that can affect all areas of a

person’s life. It comes from the Latin

“pro,” which means forward, and “castings,” which means tomorrow (Mish,

1994). It Is a tendency to put off, avoid, or delay activities. It has

also been characterized as “delaying task completion to the point of

passing private discomfort” or an intentional delay of an intended

course of action.

Many things and consequences in our daily work are often needed

to do with minor or even large amounts of effort. Despite having

multiple works and obligations to do, students often show an

incredible struggle towards self-regulatory failure that is not

entirely understood.

Currently, procrastination has been a common phenomenon passing in

our diurnal lives. This practice can be observed almost everywhere, in

our home, at work, and especially at school. In this fast-paced era

where everything seems to be moving quite relatively fleetly. Some

students find it difficult to manage their tasks and so they tend to

result to procrastinate. Students frequently misunderstood why they

always came up to lay their hands down when it comes to a bunch of

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homework and

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projects to do. Some will say that it is only a negative reaction to a

usual negative reaction to various activities that they need to

finish. This is known to be lazy in the first place and cramming on

every possible way, also they will rush to finish their obligation at

the end like “beating the red light”.

This form of procrastination is academic procrastination, it is

a less studied and common form of procrastination that deserves much

more attention than what it has received. It is the tendency to put

off or delay school-related activities and behaviors. Academic

procrastination occurs with scholars of all ages, whether those

students are attending grade academy or pursuing some type of

educational attainment or degree. Students procrastinate on a wide

variety of activities and in a wide variety of circumstances, whether

it is putting off completing a project, grading papers, or going for a

school program.

Procrastination has been shown to have colorful negative goods

on private well-being. It has been shown to affect stoked stress and

remorse. Procrastinators frequently report having passions of

particular failure due to their procrastination and frustration

regarding their incapability to start before. Furthermore,

procrastination can also pertain to enjoyable activities, where people

put off pleasurable pursuits. Although procrastination might function

as a short-term mood repair, in the long run, it has negative

consequences on subjective well- being. It exists and is supported by

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preference loops and can be either

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stable or evanescent. Procrastinating is a choice if the students

stick to this act of mindset or not.

The researchers conducted this study in the long run students are

dealing with procrastination which is a tough issue to handle, but if

you take the necessary time to read this study and formulate a valid

plan of action, and if you then, follow through on this plan, you will

have an excellent chance at overcoming or reducing your

procrastination. You may have looked for advice on the topic, and saw

that there is a lot of information out there about the Perception of

Senior High School Students on academic

procrastination.

Laeus (2015) explains that Procrastination is the avoidance of

doing a task that needs to be fulfilled. He further states that

procrastinating is the process of doing further enjoyable effects in

place of lower enjoyable bones or carrying out less critical tasks

rather than further critical bones, therefore putting off brewing

tasks to an after time. Etymologically, "procrastination" is deducted

from the Latin verb procrastinate — to put off until hereafter. But

it's further than just freely delaying. Procrastination is also

deduced from the ancient Greek word akrasia — doing commodity against

our better judgment. The negative goods of Procrastination can range

from simply missing a deadline on an important task to a commodity

more long-term, like a missed occasion that kills a dream. Some of us

might be lucky enough to identify our tendency to procrastinate in

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time and still do commodity about it.

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 The worst thing about procrastinating is the moment you realize

that you're two, five, or ten times your age, and nothing has changed.

Procrastination seems to come on with full force when we entertain the

study of pretensions, wanting to achieve or change commodity. You might

have a strong desire to change, but you can't feel to take the first

step forward. Scholars frequently procrastinate because they don't see

how a design is applicable or important to them, don't understand the

material, or just don't know how to get started. When you boil it down,

Procrastination is a combination of provocation, confidence, and

appreciation issues.

Procrastination can harm scholars' practice, grades, and, indeed,

their overall health. Scholars who procrastinate advanced experience

situations of frustration, guilt, stress, and anxiety — in some cases

leading to serious issues like low tone- regard and depression. The

goods of Procrastination can have an indeed bigger impact on high

academy scholars. Once scholars reach high academy and start entering

further take-home assignments and larger systems, scholars who

procrastinate until the last nanosecond tend to admit lower grades

than their peers. This can produce a cycle of bad grades and low-tone-

confidence that can be delicate for scholars to overcome. At a time

when marks start to impact the post-secondary openings for scholars,

this can lead to a lot of redundant stress and frustration.

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 Academic Procrastination is a current miracle with a range of

negative issues. Numerous studies concentrated on the causes and

supplements of academic Procrastination; still, the study of

interventions for academic Procrastination is scarce. Dilmac, (2009).

countries that Procrastination appears to be a disquieting miracle,

people most explosively characterized it as being bad, dangerous, and

foolish. Numerous scholars don't know that their inability to read is

the problem of delaying their time to studies, but they're engaged

more in enjoyable effects from which they can't profit. Also, the

scholars who study their books perform better than those who aren't

serious.(Thomas 2014).

Students may suffer academic procrastination when dealing with

frequent deadlines and examinations, causing them to delay their

coursework despite feeling worse (Steel & Klingsieck, 2016).

Procrastination is more common among scholars than in other sectors of

the population. This causes them to delay their coursework and may

affect their academic progress, despite feeling worse. Driving

scholars' provocation, like introducing technologies,

helps to reduce procrastination. Procrastination

can not be defined as a person designed to delay completing a task due

to people having differing comprehensions regarding detention (Van

Eerde, 2003). In addition to a person intending to delay a task,

another description element is that procrastination is "dispensable"

in nature or avoidable. This

conception is demanded because some people delay completing a task on

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purpose to complete more important tasks. Therefore, when more

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important tasks are demanding to be completed, delaying working on

lower or less important tasks would not be considered procrastination.

When people delay completing the lower tasks, a person is managing

their time efficiently. An illustration of procrastination being

avoidable is when a person chooses to delay completing an important

task to a more favorable and less important task, similar to

fraternizing with musketeers. Scholars may suffer academic

procrastination when dealing with frequent deadlines and examinations,

causing them to delay their coursework despite feeling worse (Steel &

Klingsieck, 2016). Procrastination is more common among scholars than

in other sectors of the population. Tuckman (1990) has defined

procrastination as the lack or absence of tone-regulated performance,

the tendency to put off or fully avoid an exertion under one's control.

Procrastination is a pervasive mortal event that over 600 tone-help

books address this miracle result (Ferrarri,2010).

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Statement of the Problem

This study aims to broaden the knowledge of the readers

about academic procrastination. It specifically seeks to answer

the following question:

1. 1. How may the profile of the respondents be described in

terms of:

1.1 age;

1.2 sex;

1.3 grade last semester;

2. What is the extent of manifestation of the following reasons

behind the effects of procrastination on the academic

performance of HUMSS students:

2.1 family problem;

2.2 school works;

2.3 personal matters;

2.4 social media trends?

3. What impact does procrastination have on a Senior High School

HUMSS

students’ academic performance?

4. What are the effects of procrastination in Senior High School

HUMSS

students’ mental health?

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HYPOTHESIS

Ho- There is no significant relationship between academic performance of

HUMSS students in Bongabon Senior High School in Procrastination.

Ha- There is a significant relationship between academic performance of

HUMSS students in Bongabon Senior High School in Procrastination.

Conceptual Framework.

Procrastination is common in academic contexts, especially

in environments where students have to meet deadlines for

assignment completion, requiring students’ time and concentration

(Gafni & Geri, 2010). This situation requires students to manage

their time constantly throughout the semester. Inadequate self-

regulation, which manifests itself as procrastination, is

connected to a variety of negative study behaviors (Stewart,

Stott, & Nuttall, 2016).

On the other hand, procrastination does not simply result from

a deficit in time management or ineffective study habits; it

involves a complicated interaction among behavioral,

affective, and cognitive elements (Dunn,2010).

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 Figure I. Research Paradigm

Figure I illustrates the research paradigm. The researchers

will be used the system analysis approach of input-process-

output.

The input shows the profile of the respondents in terms of:

age, sex, grade last semester. It also shows the manifestation

of the reasons behind the effects of procrastination on the

academic performance of HUMSS2students.

Moreover, the Process shows the data gathering procedure

and statistical treatment used in the study. Survey

questionnaire was included in data gathering procedure. While

in statistical treatment, frequency count, rank, weighted mean

and correlation matri0ux were used. Furthermore, the Output

shows the identification of the profile respondents and the

reasons behind the effects of procrastination on the academic

performance of HUMSS students.

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Significance of the Study

The outcome of the study will be significant to the

following:

Students- Students will benefit from this research since it will

inform them about the effects of procrastination on their

academic performance and mental health. As a result, the study

may be able to assist students in coping with or avoiding

procrastinating their academic activities.

Teachers- The benefit of this study is also for the teachers to

understand and get insight into the causes and factors that

influence students2‘procrastination.

Parents- The study also benefits the parents because this

information can be added as another perspective for how to

encourage their children to study in a productive manner rather

than allowing them to engage in procrastination.

Future Researchers- This study of us can be a bridge to a question

that needs to be answered and to be studied by another research.

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SCOPE AND LIMITATION

This research study focuses on the Effects of Academic

Procrastination in Grade 12 HUMSS students of Bongabon Senior

High School. The data will be conducted on Grade 12 HUMSS Senior

high school students of Bongabon Senior High School S.Y 2021-

2022, who will represent the population of this research study.

The other students who are not in Grade 12 and not taking the

HUMSS Strand are not within the scope of this2research.

The gathering of data and information will be a

questionnaire to the students as a survey and reference. Through

this strategy of data gathering, the Grade 12 HUMSS Students of

Bongabon Senior High School will be aware of the effects of

procrastination and how procrastination can affect the students'

academic performance. This research study focuses on who will

benefit from this topic and how beneficial this research study

can be for the students. This can benefit the readers and the

students by receiving more information and2 data

about certain topics that they don't understand.

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DEFINITION OF TERMS

The following terms are operationally and conceptually defined for

better understanding of the study:

Academic – is used to describe things that relate to the work

done in schools, colleges, and universities, especially work

which involves studying and reasoning rather than practical

or technical skills.

Achievement - refers to the final grade of the

learners.

Inactive mastery experiences - provide learners with the most

efficient way of gaining self- efficacy through successful

performances.

Modular distance learning features individualized instruction

that allows learners to use self-learning modules in print or

digital format/electronic copy whichever is applicable to the

learners.

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Perception - viewpoint of someone, either by sight or opinion.

It is also refers to the way sensory information is organized,

interpreted, and consciously experienced.

Procrastination – the act or habit of procrastinating, or putting

off or delaying, especially something requiring immediate

attention. Academic Performance – Academic Performance is the

measurement of student achievement across various academic

subjects.

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 CHAPTER II.

RESEARCH METHODOLOGY

This chapter discusses the research design, the sample and the

sampling procedure used in selecting them, the data gathering

instruments and procedure of collecting data as well as

statistical tools for data treatment and analysis that comprise

the whole research design.

Research Design

According to Williams (2007) descriptive research is a

research method that can determine the situation in current

phenomenon. A descriptive design involving a survey, as outlined

by LoBiondo-Wood & Harber (2006), is chosen for this study. It is

proposed that this survey will collect details of the importance

effects of the academic procrastination in grade 12 humss

students of bongabon senior high school.

The research design used in the study was descriptive

research design. In general, a descriptive research study is a

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quantitative method of research in which the purpose of this

study is to observe, describe and document aspects of a

situation

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Research Locale

This research was conducted at Bongabon Senior High School

(BSHS) at Brgy. Sinipit, Bongabon, Nueva Ecija. Specifically,

this was conducted among Humanities and Social Science (HUMMS)

students.

Bongabon Senior High School (BSHS) is a 3-year stand alone

Senior High School in the Division of Nueva Ecija. Bongabon

Senior High School has two tracks, Academic and Technical

Vocational and Livelihood (TVL) track. The academic track has

four strands: Accountancy, Business and Management (ABM),

Humanities and Social Sciences (HUMSS), General Academic Strand

(GAS), and Science Technology Engineering and Mathematics

(STEM). While, Beauty Care, Agri-Crop Production, Hilot

Wellness Massage, Food and Beverage, and Cookery were

offered in TVL Track.

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Sample and Sampling Procedure

The respondents of the study were Senior High School Students

of Bongabon Senior High School. There were 154 grade 12 students

from Humanities and Social Sciences included in this study. These

respondents were chosen using random sampling. Random sampling,

or probability sampling, is a sampling method that allows for the

randomization of sample selection, i.e., each sample has the same

probability as other samples to be selected to serve as a

representation of an entire population.

In addition, slovins formula was the formula we used because

the respondents were the Grade 12 students from HUMMS strand who

were easily accessible to provide the data that was needed to

study.

Table No.1
Number of Respondents

STRAND Sample Size %

(n)

HUMMS 154 100

Table 1 presents the number of respondents. As seen in the

table, there was only one strand used in this study which is

HUMMS student with a total population of 154. The whole

population of2the2 strand was totally enumerated.

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The sample size was determined using Sloven’s formula:

Formula:

n= N /1+Ne² n=sample

size

N= total population

e= margin of 0.05 error

The total population of HUMSS students are 250 for S.Y

2021-2022

Section N % n

Chocomint 50 20% 31

Pepermint 50 20% 31

Calamint 50 20% 30

Mint 52 20.8% 32

Spearmint 48 19.2% 30

Total 250 100% 154

TABLE NO. 2 TOTAL POPULATION OF HUMSS STUDENTS

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Data Gathering Procedure

The researcher created the survey-questionnaire in order to

determine the sources of The Perception of Senior High School

HUMSS Students on Academic Procrastination.

The researcher will formulate an instrument after extensive

reading of related articles, studies, and literature guided by

the research adviser. In terms of testing the reliability of the

research

instrument,2the2researcher2will2conduct2the22dry2run2of2the2quest

ionnaire2among2the2learners from other school who are not the

target respondents of the research.

In this case, the questionnaire will be subjected for dry run to

Senior High School HUMSS learners. A Google form containing the

questions will be sent to respective respondents for reliability

test to adhere with the Inter- Agency Task Force (IATF) on Emerging

Infection Diseases protocols as regards to physical distancing.

Cronbach Alpha will be used to test the internal consistency and

reliability2of each item in the questionnaire.

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Statistical Treatment

Researchers gathered were organized and quantified using the

percentage of the frequency of occurrence, the weighted mean,

and the ranking methods. Statistical quantification of the

data using the percentage of the frequency of occurrence was

done using the formula shown below:

% = F/N x 100 Where:

% = Percentage

F = Frequency2 of2occurrence

N = number of respondents

On the other hand, the weighted mean or degree mean of

responses was determined by applying the following

formula:

WM = TWF/N Where:

WM2=2Weighted2Mean

TWF2=2Total2Weighted2Frequency

N = Total Number of Respondents

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The scale below will be used to represent the responses of the

weighted mean.

DEGREE DESCRIPTION

4 Strongly agree

3 Agree

2 Disagree

1 Strongly disagree

TABLE NO. 3 LIKERT SCALE

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 CHAPTER III
RESULTS AND DISCUSSION

This chapter elaborates the details of the survey which

have been conducting by the researchers. The sequences of

results are organized as follow:

Profile of Respondents
AGE N %

16 1 0.6%

17 46 29.9%

18 94 61%

19 12 7.8%

20 1 0.6%

TOTAL 154 100%

The first question this study dealt with is about the profile

of respondents in terms of age, sex, and the grade of the

respondents in 1st semester.

TABLE NO. 4 Distribution of Respondents According to Age

Table 4 shows the distribution of respondents according to

age. The table below shows that 94 (61%) out of 154 respondents

belong to the age group of 18 years of age while a total of 46

(29.9%) out of 154 respondents are 17 years of age, and the 19

years old are 12 (7.8%) out of 154 respondents. Furthermore, 2

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(1.2%) out of 154 respondents belong to the age of 16 and 20.

SEX N %

FEMALE 82 53.2%

MALE 72 46.8%

TOTAL 154 100%

TABLE NO.5 Distribution of Respondents According to Sex 2222

Table 5 shows the distribution of respondents according to

their sex. It shows that 82 (53.2%) out of 154 respondents were

female while the remaining 72 (46.8%) out of 154 respondents are

male.

General Average N %
(1st Semester -
A.Y. 2021-2022)
BELOW 80 8 5.2%

81-84 23 14.9%

85-89 80 51.9%

90-94 39 25.3%

95 AND ABOVE 4 2.6%

TOTAL 154 100%

TABLE NO. 6

Distribution of Respondents According to their grades in 1st semester

Table 6 shows the distribution of respondents according to

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their grades in 1st semester. It shows that 80 (51.9%) out of 154

respondents got an 85-89 general average in 1st semester, and the

39 (25.3%) respondents got 90-94, and 29 (14.9%) of the

respondents got 81-84, while the 8 (5.2%) respondents got below

80, and the 4 (2.6%) got 95 above.

FAMILY PROBLEM

Question # 1 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE
I am always 72 67 13 2 154
delayed in
submitting my
activities because
sometimes I'm
helping my family
in their business

TABLE2NO.27,2QUESTION2NO.21

Because they sometimes help their family with their business,

they are always late to pass activities and most of the students

agreed with this question because they are always late in

submitting their activities because they help with their family

while 67 disagreed because they help their family in business,

with 13 strongly agreed and 2 strongly disagreed.

Question # 2 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE
My family expected 60 69 18 7 154
me to get high
grades even though

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they didn’t know I
was postponing my
academic work.
TABLE NO. 8, QUESTION NO. 2

Most of the students do not agree with this question because

they postpone their academic work so their score is high and 60

agreed while 182strongly2agreed2and272strongly2disagreed.

Question # 3 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE
Sometimes I can’t 49 72 21 12 154
finish my academic
activities because
my parents are
arguing.

TABLE NO. 9, QUESTION NO. 3

Because of their parent’s arguing sometimes they don’t finish

academic tasks right away, most people don’t agree with this

question because they have finished their academic tasks and 49

agreed with it and while 21 strongly agreed with this and 21

strongly disagreed.

Question # 4 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE
My studies were 63 63 18 10 154
put on hold while
I looked for work
to support my
family.

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 TABLE NO. 10, QUESTION NO.4

Because of their looking for a job they are stuck in their

studies so they can support their family and Most students both

agree and disagree with this question because other students are

looking for work for their family and one is still studying ,18

strongly agreed and 10 strongly disagreed.

TABLE NO. 11, QUESTION NO.5

Question # 5 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE
My studies were 55 71 20 8 154
put on hold while
I looked for work
to support my
family.
Because of their family problem they are always late to finish

their academic work and Most of the students disagree with this

question because I think they finish their academic work

RESULTS OF QUESTIONS 1-5(FAMILY PROBLEM)

Strongly Disagree
Strongly Agree 5%
12%
Agree
39%

Disagree Page | 24
44%

Agree Disagree Strongly Agree Strongly Disagree

 FIGURE OF QUESTIONS 1-5

This is a summary of the results of questions numbered 1-5, the

results here are easy to answer because all the questions here

are about the family problem and what exactly can be its effect

and how it feels to the people who experience and see that their

family is arguing and struggling because of the life they have

now. The result shows that they need to be resilient when they

experience such a situation.

Question # 6 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE
I always get 84 14 56 0 154

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emotional breakdown
because of never
ending school
requirements.
SCHOOLWORKS
TABLE NO. 12, QUESTION NO.6

Homework can often feel like an overwhelming, never-ending pile

of stress. Homework stress can cause frustration and anxiety and

ultimately prevent you from achieving your best results. Based on

the question, 84 agreed that they are having an emotional

breakdown because of never-ending school requirements while 56

strongly agreed and 14 disagreed and no2one2strongly2disagreed.

Question # 7 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE

I'm always 73 13 68 0 154

stressed out, when
I am unable to
complete my
schoolwork

TABLE NO. 13, QUESTION NO. 7

It looks like, the students now are stressed out because they

are unable to complete their schoolwork. We, the researcher

thought that it is not healthy for their minds and the people

around them. 73 respondents agreed that they are stressed out and

68 strongly agreed while 13 of them disagreed with this question

and none strongly disagreed.

Page | 26
 Question # 8 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE

I wasn't getting 87 15 51 1 154

enough sleep
because I had a
lot of schoolwork
that I was working
on and needed to
finish on time

TABLE NO. 14, QUESTION NO. 8

Referring to this question, the results said that most of the

students weren't getting enough sleep due to heavy workloads. 87

students of Humanities and Social Sciences agreed that they are

having lack of sleep because they had a lot of schoolwork that

they are working on and needed to finish on time. 51 students

responded strongly agreed to this question while 15 students

disagreed and 1 strongly disagreed.

Question # 9 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE
I feel frustrated 73 18 61 2 154
or lacking in
self-confidence
because of my
studies

TABLE NO. 15, QUESTION NO.9

Page | 27
 Based on the question, 73 students responded that they agreed

that they felt frustrated or lacking in self-confidence because

of their studies while 61 of them strongly agreed and 18 of them

disagreed and 2 respondents strongly disagreed with this

question.

Question # 10 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE

I get frustrated 86 16 52 0 154

when I don't
finish the
homework that I
needed to submit
on time.

TABLE NO. 16, QUESTION NO. 10

86 HUMSS students agreed that they get frustrated when they

don't finish the homework that they needed to submit on time and

52 respondents strongly agreed with this question and the rest 16

of them disagreed and none of them strongly disagreed with this

question. We, the researchers seem like all of the assumptions

are correct, the results said that it does affect their grades
RESULTS OF QUESTIONS 6-10(SCHOOL WORKS)
when they don't submit their papers works on time.
Strongly Disagree
0%
Strongly Agree
37%
Agree
52%

Page | 28
Disagree
10%
 FIGURE2OF2QUESTIONS26-10

This is the summary of the results of questions number 6-10, as

you can see in the results above. Agree got the highest

percentage that got 52%, second is Strongly Agree with 38%, third

is Disagree with 10% lastly is Strong Disagree with 0%. It's

like, their schoolwork does affect their mental health, and they

are lacking self-confidence.

PERSONAL MATTERS
Question # 11 AGREE DISAGREE STRONGLY STRONGLY TOTAL
AGREE DISAGREE
I always missed my 70 46 33 5 154

Page | 29
homework because I
am lack of
motivation.

TABLE NO. 17, QUESTION NO.11

Lack of motivation is one of the problems faced by most of the

respondents, so sometimes they miss doing their homework.

However, 70 of the respondents agreed to this question, while the

46 disagreed and 33 strongly agreed, and 5 strongly disagreed.

Question # 12 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE
My head hurts 81 29 44 0 154
because I can't
understand the
lessons.

TABLE NO. 18, QUESTION NO.12

One of the reasons our head hurts is because sometimes we have

difficulty in understanding the lessons. 81 of the respondents

agreed to this question, and 44 strongly agreed, while the 29

disagreed and 0 strongly disagreed.

Question # 13 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE

My eyes blur 66 44 41 3 154

because I don’t
limit my study.

Page | 30
 TABLE NO. 19, QUESTION NO.13
Question # 14 AGREE DISAGREE STRONGLY STRONGLY TOTAL
AGREE DISAGREE

I have difficulty 89 14 48 3 154

focusing on my
academic studies.

Since we are in modular learning, many of the students use

gadgets to study, so it causes our eyes to blur. 66 agreed to

this question while the 44 disagreed and 41 strongly agreed, and

3 strongly disagreed.

TABLE NO. 20, QUESTION NO. 14

most of us have a reason why we find it difficult to focus on

our studies, so 89 of the respondents agreed to this question and

48 strongly agreed, while the 14 disagreed and 3 strongly

disagreed.

Question # 15 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE

I do not avoid 84 22 47 1 154

things that can
cause me pain and
failure in my
academic studies.

Page | 31
 TABLE NO. 21, QUESTION NO. 15

I do not avoid things that can cause me pain and failure in my

academic studies. 84 of the respondents agreed in this question,

and 47 strongly agreed, while the 22 disagreed, and 1 strongly

disagreed.

RESULTS OF QUESTIONS 11-15(PERSONAL MATTERS)

Strongly Disagree
2%
Strongly Agree
28%

Agree
51%

Disagree
20%

Agree Disagree Strongly Agree Strongly Disagree

FIGURE OF QUESTIONS 11-15

This is the summary of the results of questions number 11-15,

as you can see in the results above. Agree got the highest

percentage that got 51%, second is Strongly Agree with 28%, third

is Disagree with 20% lastly is Strong Disagree with 1%. It shows

that most of the respondents are experiencing academic

procrastination, which can significantly affect their personal

matters.

Question # 16 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE
I am lazy 78 9 67 0 154
and delay at

Page | 32
my
activities
because of
social
media.

SOCIAL MEDIA TRENDS

TABLE NO. 22, QUESTION NO. 16

Question # 17 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE

I spend more 55 18 81 0 154

time on social
media than doing
my homework.

In this generation, we all know that social media had an impact

on students nowadays because they are lazy enough to do their

homework, projects, and other school activities. In question

number 1, 78 respondents agreed that they are lazy and delayed in

their activities due to the excessive use of social media while

67 respondents strongly agreed with this question then 9

disagreed, and lastly there is 0 strongly2disagreed.

TABLE NO. 23, QUESTION NO. 17

Since most students seem addicted to social media many of us

expected that it will affect their grades at school, or it will

affect their academic performances. In question number 2, 81

respondents strongly agreed that they are spending their time on

social media than doing their homework. While 55 respondents

agree with this question and 18 disagree and 0 strongly

Page | 33
disagreed.

Question # 18 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE
Social media 71 12 70 1 154
has helped me
a lot in doing
my
assignments.

TABLENO. 24, QUESTION NO. 18

Question # 19 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE
Because of social 61 14 78 1 154
media, I can
easily answer my
academic tasks.
Referring to question number 3, everything is modern now

through social media access you can easily search your

assignments and get the answer right away. 71 respondents agreed

that they can easily get answers from social media and 70

strongly agreed while 12 respondents disagreed and 1 strongly

disagreed.

TABLE NO.25, QUESTION NO. 19.

Since most of the students have social media access 78 out of

154 respondents strongly agreed that they can easily answer their

academic tasks because of social media 61 of them agreed and 14

respondents disagree2and212strongly2disagreed

Question # 20 AGREE DISAGREE STRONGLY STRONGLY TOTAL

Page | 34
 AGREE DISAGREE

Because of social 69 18 66 1 154

media, I can't

finish my

academic work

properly because

of lack of

motivation.

RESULTS OFTABLE NO. 16-20

QUESTIONS 26, (SOCIAL
QUESTION NO.
MEDIA 20
TRENDS)

Strongly Disagree
0%
Due to the lack of motivation of students 69 of the respondents
Agree
Strongly Agree 43%
agreed that they47%can't even finish their academic work properly

due to the excessive use of social media while 66 of them

strongly agreed and 18 disagreed and 1 strongly disagreed with

Disagree
it. 9%

Agree Disagree Strongly Agree Strongly Disagree

Page | 35
 FIGURE OF QUESTIONS 16-20

This is the summary of the results of questions number 16-20,

the results are quite disturbing since the question here is more

on social media trends and how social media affects their

academic performances. The results show that it is not beneficial

for them and does not help them in other terms but it has also

benefited them because most of them can access their homework

through social media. As you can see from the results above

Strongly Agree got the highest percentage which is 47%, second,

is Agree with 43%, third is Disagree with 9% lastly is Strongly

Disagree with 1%.

Page | 36
EFFECT OF PROCRASTINATION
Question # 21 AGREE DISAGREE STRONGLY STRONGLY TOTAL
AGREE DISAGREE
I always cram my 80 26 45 3 154
activities due
to
procrastination

TABLE NO. 27, QUESTION NO. 21

Because they are always cramming in their school activities due

to procrastination, most of the students agreed with this

question while 45 strongly agreed, 26 disagreed, and 3 strongly

disagreed.

Question # 22 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE
I am delayed in 82 17 55 0 154
my activities
due to a big
impact on my
academic
performance?

TABLE NO. 28, QUESTION NO. 22

Due to the big impact on their academic performance, they were

delayed in their activity. Most of the students agreed with this

question because they were always delayed in their activities,82

agreed to this question, and 55 strongly agreed, while the 17

disagreed and 0 strongly disagreed.

Question # 23 AGRE DISAGRE STRONGL STRONGL TOTAL

E E Y AGREE Y

Page | 37
 DISAGRE
E
Being2a2procrastinato 84 14 56 0 154
r didn't help me at
all.

TABLE NO. 29, QUESTION NO. 23

Being a procrastinator does not help all the students. Most of

the students agreed in this question with the number of 84

because, for them being a procrastinator does not help them,

especially in their studies. While 56 are strongly agreed, there

are 14 who disagreed, and 0 strongly disagreed.

Question # 24 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE

Because of my 80 26 45 3 154
delayed activities
my score got
dropped.

TABLE NO. 30, QUESTION NO. 24

Due to the delay in their activities, their score dropped, and

most of the students agreed in this question with a total of 80

out of 154 because their score dropped while 45 strongly agreed,

26 disagreed, and 3 strongly disagreed.

Question # 25 AGREE DISAGREE STRONGLY STRONGLY TOTAL

AGREE DISAGREE

Page | 38
I always came up to 65 15 67 7 154
lay my hands down
when it comes to a
bunch of homework

TABLE NO. 31, QUESTION NO. 25

Most of the students strongly disagreed in this question with a

total of 67 because they always came up to lay their hands down

when it comes to a bunch of homework while 65 agreed, 15

disagreed, and 7 strongly disagreed.

RESULTS OF QUESTIONS 21-25(EFFECT OF PROCRASTINATON)

Strongly Disagree
2%
Strongly Agree
35%
Agree
51%

Disagree
13%

Agree Disagree Strongly Agree Strongly Disagree

FIGURE OF QUESTIONS 21-25

This is the summary of the results of questions numbered 21-25.

The results here are especially disturbing to the students

because it refers to the student who is always late to pass their

activities, and what is affected here is their grade. Being a

procrastinator is not good because it can affect many. Therefore,

Page | 39
 the result here shows that they need to work hard in their

respective studies so that their marks do not drop.

QUESTIONS STRONGLY % AGREE % DISAGREE % STRONGLY % WEIGHTED

AGREE (3) (2) DISAGREE MEAN
(4) (1)
No. 1 13 8.4% 72 46.7% 67 43.5% 2 1.3% 3
No. 2 18 11.6% 60 39% 69 44.8% 7 4.5% 3
No. 3 21 13.63% 49 31.81% 72 46.75% 12 7.80% 3
No. 4 18 11.69% 63 40.90% 63 40.90% 10 6.50% 3
No. 5 20 12.99% 55 35.71% 71 46.10% 8 5.20% 2
No. 6 56 36.36% 84 54.54% 14 9.09 0 0% 3
No. 7 68 44.15% 73 47.40% 13 8.44% 0 0% 3
No. 8 51 33.11% 87 56.49% 15 9.74% 1 0.65% 3
No. 9 61 39.61% 73 47.40% 61 39.61% 2 1.30% 4
No. 10 52 33.77% 86 55.84% 16 10.39% 0 0% 3
No. 11 33 21.42% 70 45.45% 46 29.88% 5 3.24% 3
No. 12 44 28.57% 81 52.60% 29 18.83% 0 0% 3
No. 13 41 26.62% 66 42.85% 44 28.58% 3 1.94% 3
No. 14 48 31.16% 89 57.80% 14 9.09% 3 1.94% 3
No. 15 47 30.51% 84 54.54% 22 14.29% 1 0.64% 3
No. 16 67 43.50% 78 50.65% 9 5.84% 0 0% 3
No. 17 81 52.60% 55 35.71% 18 11.69% 0 0% 3
No. 18 70 45.45% 71 46.10% 12 7.80% 1 0.65% 3
No. 19 78 50.65% 61 39.61% 14 9.09% 1 0.65% 3
No. 20 66 42.85% 69 44.80 18 11.69% 1 0.65% 3
No. 21 45 29.22% 80 51.95% 26 16.88% 3 1.95% 3
No. 22 55 35.71% 82 53.24% 17 11.03% 0 0% 3
No. 23 56 36.36% 84 54.54% 14 9.09% 0 0% 3
No. 24 45 29.22% 80 51.95% 26 16.88% 3 1.95% 3
No. 25 67 43.50% 65 42.20% 15 9.74% 7 4.54% 3

Page | 40
 TABLE NO. 32, WEIGHTED MEAN

SUMMARY OF WEIGHTED MEAN

Strongly Disagree
2%
Strongly Agree
32% Agree
47%

Disagree
19%

Agree Disagree Strongly Agree Strongly Disagree

Figure of Weighted Mean

RESPONDENTS STRONGLY AGREE (3) DISAGREE (2) STRONGLY WEIGHTED MEAN

AGREE (4) DISAGREE (1)
NO. 1 8 11 6 0 3.08
NO. 2 16 2 5 2 2.56
NO. 3 17 2 6 0 3.28
NO. 4 15 7 3 0 3.28
NO. 5 15 7 3 0 3.48
NO. 6 16 3 6 0 3.4
NO. 7 19 4 2 0 3.68
NO. 8 15 6 3 1 3.36
NO. 9 18 1 5 1 3.44
NO. 10 16 1 7 1 3.28
NO. 11 2 15 7 1 2.72
NO. 12 7 13 3 2 3
NO. 13 12 11 0 2 3.32
NO. 14 8 15 1 1 3.2
NO. 15 6 16 1 2 3.04
NO.16 11 11 2 1 3.28
NO. 17 9 16 0 0 3.36

Page | 41
NO. 18 4 16 3 2 2.88
NO. 19 5 19 1 0 3.16
NO. 20 4 20 1 0 3.12
NO. 21 8 14 2 1 3.16
NO. 22 7 17 1 0 3.24
NO. 23 5 18 2 0 3.12
NO. 24 8 17 0 0 3.32
NO. 25 5 15 2 3 2.88
NO. 26 2 19 4 0 2.92
NO. 27 3 21 1 0 3.08
NO. 28 6 15 3 1 3.04
NO. 29 6 15 3 1 3.04
NO. 30 7 15 1 2 3.08
NO. 31 4 18 0 1 3.08
NO. 32 9 11 3 2 3.08
NO. 33 7 13 4 1 3.04
NO. 34 3 17 2 3 3.28
NO. 35 6 12 1 6 2.72
NO. 36 12 4 7 2 3.04
NO. 37 4 17 4 0 3
NO. 38 18 3 2 2 3.48
NO. 39 9 12 2 2 3.12
NO. 40 5 16 1 3 2.92
NO. 41 9 10 6 0 3.12
NO. 42 17 8 0 0 3.68
NO. 43 11 9 3 2 3.16
NO. 44 7 12 0 6 2.8
NO. 45 1 18 3 3 2.92
NO. 46 9 14 1 1 3.24
NO. 47 6 18 0 1 3.16
NO. 48 1 19 3 2 2.76
NO. 49 10 11 4 0 3.24
NO. 50 8 10 2 5 2.84
NO. 51 9 15 0 1 3.28
NO. 52 8 12 3 2 3.04
NO. 53 8 11 6 0 3.08
NO. 54 11 11 1 2 3.24
NO. 55 6 16 0 3 3
NO. 56 16 6 2 1 3.48
NO. 57 5 15 2 3 2.8

Page | 42
NO. 58 4 19 2 0 3.08
NO. 59 4 19 2 0 3.08
NO. 60 10 12 1 2 3.2
NO. 61 6 16 2 1 1.92
NO. 62 9 9 4 3 2.96
NO. 63 11 9 3 2 3.16
NO. 64 4 17 0 4 2.84
NO. 65 8 12 2 3 3.08
NO. 66 4 18 3 0 3.04
NO. 67 14 9 0 2 3.48
NO. 68 9 14 1 1 3.24
NO. 69 10 10 3 2 3.12
NO. 70 10 12 1 2 3.2
NO. 71 3 18 1 4 2.88
NO. 72 12 4 2 7 2.84
NO. 73 11 8 6 0 2.4
NO. 74 8 16 0 1 3.24
NO. 75 16 7 2 0 3.56
NO. 76 10 11 2 2 3.16
NO. 77 8 11 2 4 2.42
NO. 78 11 13 0 1 3.36
NO. 79 9 8 7 1 3
NO. 80 6 16 1 2 3.04
NO. 81 12 9 1 3 2.72
NO. 82 7 11 3 4 2.84
NO. 83 3 14 1 7 2.52
NO. 84 15 6 4 0 3.44
NO. 85 12 12 1 0 3.44
NO. 86 10 7 0 8 2.76
NO. 87 12 10 0 3 3.24
NO. 88 3 16 2 4 2.72
NO. 89 9 11 3 2 3.08
NO. 90 8 13 1 3 3.04
NO. 91 9 10 4 2 3.04
NO. 92 2 18 5 0 2.88
NO. 93 12 10 2 1 3.32
NO. 94 7 15 3 0 3.16
NO. 95 5 12 5 3 2.76
NO. 96 5 14 4 2 2.88
NO. 97 3 17 2 3 2.8

Page | 43
NO. 98 8 12 5 0 3.16
NO. 99 6 16 2 1 3.08
NO. 100 11 9 4 1 3.2
NO. 101 6 17 2 0 3.16
NO. 102 14 2 8 1 3.16
NO. 103 12 12 1 0 3.44
NO. 104 9 8 8 0 3.04
NO. 105 6 12 5 2 2.88
NO. 106 12 8 2 3 3.16
NO. 107 3 15 7 0 2.84
NO. 108 12 7 5 1 2.72
NO. 109 13 6 4 2 2.12
NO. 110 5 12 8 0 2.88
NO. 111 10 9 4 2 3.08
NO. 112 12 9 5 0 3.4
NO. 113 15 7 3 0 3.48
NO. 114 15 3 7 0 3.32
NO. 115 7 12 5 1 3.8
NO. 116 12 9 4 0 3.32
NO. 117 8 12 3 2 3.04
NO. 118 15 7 2 1 3.44
NO. 119 13 4 8 0 3.2
NO. 120 14 8 3 0 3.44
NO. 121 12 8 5 0 3.22
NO. 122 8 11 4 2 3
NO. 123 14 5 4 2 3.24
NO. 124 0 3 7 15 3.79
NO. 125 0 5 3 17 3.48
NO. 126 2 5 8 10 3.04
NO. 127 2 4 11 8 3
NO. 128 0 3 5 17 3.56
NO. 129 1 5 12 7 3
NO. 130 2 4 6 13 3.2
NO. 131 3 2 4 16 3.32
NO. 132 0 7 10 8 3.04
NO. 133 0 6 5 14 3.32
NO. 134 1 3 15 6 3.04
NO. 135 0 2 5 18 3.64
NO. 136 0 6 13 6 3
NO. 137 2 5 10 8 3.92

Page | 44
NO. 138 0 2 8 15 3.52
NO. 139 0 2 17 6 3.16
NO. 140 1 4 6 14 3.32
NO. 141 1 5 7 12 3.2
NO. 142 0 4 6 15 3.44
NO. 143 0 5 13 7 3.08
NO. 144 2 8 5 10 2.92
NO. 145 0 3 15 7 3.16
NO. 146 3 3 12 7 2.92
NO. 147 0 5 12 8 3.32
NO. 148 1 5 8 11 3.16
NO. 149 1 5 14 5 2.92
NO. 150 3 4 7 11 3.04
NO. 151 0 7 13 5 2.92
NO. 152 1 4 6 14 3.32
NO. 153 0 4 7 14 3.4
NO. 154 2 8 5 10 2.92
GRADES (X VALUES) WEIGHTED MEAN (Y VALUES)
88 3.08
89 2.56
92 3.28
94 3.28
86 3.48
89 3.4
87 3.68
85 3.36
91 3.44
93 3.28
92 2.72
85 3
82 3.32
87 3.2
87 3.04
97 3.28
87 3.36
85 2.88
89 3.16
86 3.12
86 3.16
84 3.24
87 3.12
88 3.32
86 2.88
87 2.92

Page | 45
91 3.08
88 3.04
92 3.04
87 3.08
93 3.08
89 3.08
87 3.04
83 3.28
91 2.72
87 3.04
85 3
80 3.48
83 3.12
80 2.92
83 3.12
84 3.68
88 3.16
82 2.8
89 2.92
91 3.24
91 3.16
79 2.76
92 3.24
80 2.84
85 3.28
92 3.04
93 3.08
87 3.24
83 3
89 3.48
80 2.8
87 3.08
91 3.08
86 3.2
89 1.92
80 2.96
79 3.16
90 2.84
92 3.08
76 3.08
90 3.48
86 3.24
85 3.12
80 3.2
89 2.88
84 2.84
89 2.4

Page | 46
94 3.24
80 3.56
85 3.16
82 2.42
89 3.36
95 3
85 3.04
94 2.72
86 2.84
87 2.52
93 3.44
88 3.44
83 2.76
88 3.24
82 2.72
80 3.08
96 3.04
83 3.04
85 2.88
90 3.32
96 3.16
94 2.76
80 2.88
84 2.8
84 3.16
82 3.08
90 3.2
85 3.16
82 3.16
85 3.44
84 3.04
93 2.88
88 3.16
79 2.84
84 2.72
85 2.12
88 2.88
87 3.08
93 3.4
85 3.48
85 3.32
93 3.8
94 3.32
90 3.04
92 3.44
87 3.2
90 3.44

Page | 47
 89 3.22
87 3
85 3.24
93 3.79
94 3.48
90 3.07
87 3
87 3.56
90 3
89 3.2
89 3.32
85 3.04
92 3.32
90 3.04
90 3.64
80 3
89 3.92
87 3.52
85 3.16
85 3.32
86 3.2
87 3.44
85 3.08
89 2.92
89 3.16
93 2.92
89 3.32
87 3.16
86 3.92
87 3.04
86 2.92
89 3.32
88 3.4
85 2.92
TABLE OF PEARSON CORRELATION COEFFICIENT

RESULT DETAILS & CALCULATION

X Values
∑ = 13439
Mean = 87.266

∑(X - Mx)2 = SSx = 2602.084

Y Values

Page | 48
∑ = 481.3

Mean = 3.125

∑(Y - My)2 = SSy = 13.229

X and Y Combined

N = 154

∑(X - Mx)(Y - My) = 30.592

R Calculation

r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))

r = 30.592 / √((2602.084)(13.229)) = 0.1649

Meta Numerics (cross-check)

r = 0.1649

The value of R is 0.1649.

Since, the value of r= 0.1649 and it simplifies indifferent,

inverse and neglible relationship. Therefore, there are no

relationship between procrastination and academic performances.

Thus, the relationship accept the null hypothesis and reject

alternative hyphothesis.

The value of R2, the coefficient of determination, is 0.0272.

Page | 49
 CHAPTER IV
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY

The overall goal of this study is to determine the academic

deferral of students in the HUMSS strands of Bongabon Senior High

School. Students can learn from research about the consequences

of procrastinating in their academics, including what it means

for their studies and grades. Because of procrastinating in the

classroom has a significant impact on students. And the

researcher created a survey questionnaire with 25 questions and

four options in this question using this Scale : agree, strongly

agree, disagree, strongly disagree, and based on the number of

replies, the agree and strongly disagree were the most

favored.Respondents' poor time management and procrastination in

academic work could be due to their domestic responsibilities,

Page | 50
which include helping their families. Furthermore, based on the

findings, this study demonstrates how to overcome

procrastination. Procrastination can be overcome by developing

effective time management skills and creating daily goals to

meet. They can overcome this (academic postponement) if they

understand the cause and effect of it, because understanding the

cause and effect can help them prevent academic postponement.

Page | 51
CONCLUSION:

Based on our research done, this is clearly accomplished, and we

state the following conclusion below:

 Most of the respondents in Grade 12 HUMMS are 18 years old

with a total of 94 (61%) out of 154, Female and most of them

got an average of 85-89 in the 1st semester.

 The respondents sometimes manifest all their reasons behind

academic procrastination.

 The respondents disagreed that family problems have no

impact on their academic performances with a total of 44%.

 A total of 52% said they agree that school works have an

impact on their academic procrastination because they always

get emotional breakdowns because of never-ending school

requirements.

 Academic procrastination is the reason why 51% of the

respondents said they agreed that personal matters have a

negative impact on their academic performances because they

have difficulty focusing on their academic studies.

 The respondents strongly agreed with a total of 47% that

social media have a negative impact on their academic

Page | 52
 performances because they spend more time on social media

than doing their homework.

 51% of the respondents agreed that the effect of

procrastination has a big impact on their academic

performance the reasons are Because of delayed activities

their scores got dropped.

 In this study we conclude that procrastination have a big

effect in academic performance of grade 12 HUMMS of bongabon

senior High School because instead of doing their activities

befors due date and having a time to review or check their

activities because of procrastination they ended up doing it

in a Very short time and no time for them to check their

activities.

 Procrastination are mostly happened in some situation like,

playing sports because instead of doing their activities

reviewing their notes and the most reason is procrastination

because of social media or technology because this time

there are so many things to do in technology that can

interact them and cause procrastinating

 The ability of students to overcome their learning problems

brings great satisfaction. Because they can learn a lot from

what they do and because it is a lot they can help so that

their grades are mapped well.

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 How did academic deferment negatively affect the grade 12

humss strands of Bongabon Senior High School? Based on our

conducted research, we have concluded that severe academic

procrastination can cause significant problems to students,

as their grades may be affected or fall. They may reach this

point when students see their family fighting and they feel

that their family does not support them in learning, in

which case they are no longer aware of their progress.

towards the main aspect of the study.

 Students should not rely too much on social media for them

to answer their activities. Students also need to learn that

not all the time social media can answer their activities,

they also need to rely on their own abilities because I

believe that everyone has their own gifted abilities of God.

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RECOMMENDATIONS

Based on the conclusion of the study, here are several

recommendations to be considered:

 Students should practice self-discipline, time management

and should have enough commitment of doing their works.

 Parents should be responsible for reminding their children

the limitations of their habits that distract them and must

help their children boost and build up self-confidence.

 Parents should help their children establish a routine or TO

DO list and help them stick to it.

 They should consider the tasks that are given to them and be

aware that a lot of requirements will lead them to confusion

on what task to do first. This will result to

procrastination.

 The students should provide more time that can help them

understand concepts more entirely and effectively. The

students must also deepen their understanding with the

proper use of social media inside to avoid procrastinaton.

 Students should use social media in their studies to improve

their academic performances because implementing technology

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in the classroom will make a big difference in our lives as

a students.

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