1

Impact of Procrastination and Time Management on Academic Performance: A Cross

Sectional Study Among Grade 12 Students at Palawan State University – Laboratory

Senior High School

Castillo, Ezzelle Faye J.

Gan, Yrich Anne L.

Genovata, Jhayzan Mae L.

Panisales, Zhan Courtney S.

ABM 12 – Equitability

Practical Research 2

Mr. Mac Arthur Maravilla

Date
 2

Impact of Procrastination and Time Management on Academic Performance: A Cross

Sectional Study Among Grade 12 Students at Palawan State University – Laboratory

Senior High School

This chapter includes rationale of the study, review of related literature, and statement of

the problem.

Rationale of the Study

Procrastination is a common issue, especially these days. When the pandemic started,

the behavior of students toward academics seemly affected by it. According to the study by

Unda-Lopez et al. (2022), the COVID-19 epidemic created unique conditions that may have

altered procrastinating behavior. Most of the studies about procrastination are in academic

contexts. It is practiced by everyone, from secondary-level students to adults (Ojo, 2019).

As we practice procrastination, there will be struggles in time management. Students

should be able to manage their time well to prevent procrastination in their academics.

Practicing time management may improve your punctuality to pass on time (Rimas et al. 2020).

However, there are factors why people tend to procrastinate. Since we are in a digital world, one

of the distractors is social media. They became an addiction to the students (Ocak & Boyraz,

2016). People are engaged on social media by the entertaining content, and because of that,

they won't notice the time. Wasting time may result in being unable to complete the other work

on time. Also, procrastination is something to deal with; being unproductive. It may affect their

academic performance.

In Palawan State University, they are implementing limited face-to-face classes.

Procrastination is still an issue for other students. The students are adjusting to the transition

from online to a face-to-face mode of learning. In this case, the researcher intends to conduct

this study among PSU LSHS grade 12 students to examine the impact of academic
 3

procrastination and time management; and the relationship of two variables on academic

performance this academic year. This study may provide information about the possible effects

of procrastination to encourage them to avoid procrastinating and perform proper time

management.

Review of Related Literature

This section presents the literature and studies resulting from the researchers' thorough

and in-depth search, which is presented in the following paragraphs.

Procrastination

Procrastination comes from the Latin word "pro," which means "forward, forth, or in favor

of," and "crastinus," which means "of tomorrow" (Garg & Singh, 2020). Moreover, Fernie et al.

(2016) define procrastination as the postponement or avoidance of starting, engaging in, and/or

completing a work or decision-making process, whether intentionally or unintentionally (Fernie,

McKenzie, Nikevi, Caselli, & Spada, 2015). Broadly speaking, the term "procrastination"

appears to relate to an instance in which an individual "puts off" or fails to complete an activity

(such as completing homework or filing a tax return) at any particular time. Unsurprisingly, it is

linked to poor academic and work performance as well as poor mental health (Stöber &

Joormann, 2001). Unfortunately, procrastination can develop into a distressing personality trait

that negatively impacts a person's relationships. Eventually, obligations and assignments are

inadequately done or not completed on time, objectives are not met, and dreams begin to fade

away. This type of procrastination is characterized by persistent postponement or "the tomorrow

syndrome" (Garg & Singh, 2020).

According to Bobe et al. (2022), procrastination is the irrational postponing of a planned

task, which is prevalent among students. A delay is only considered procrastination when it is

voluntary, the action was intended but not carried out, and subjective distress is present.
 4

Established procrastination scales focus on behavioral characteristics while ignoring emotional

factors.

Procrastination is a bad habit of a person to delay working on given tasks and do it until

the last minute or past the deadline (Prem et al., 2018), but it is different from laziness.

Procrastination is a common phenomenon in academic contexts, with several adverse effects

(Goroshit, 2018). It is practiced by everyone, from secondary-level students to adults (Ojo,

2019). According to the study (Ocak & Boyraz, 2016), academics and employment, daily

routines and duties, health, leisure, family and partnership, and social interactions are all areas

where individuals procrastinate.

According to the study (Ojo, 2019), procrastination is an issue that affects students'

reading habits as well as their understanding. It involves putting off performing course work,

writing articles, and studying for exams. Procrastination has a detrimental impact on persons'

performance and mental-physical wel-lbeing (Steel & Klingsieck, 2013). People frequently put

things off till the last minute, even when they know it will cause them stress. Delaying tasks to

the last-minute causes worry and a troubled state of mind (Homisak, 2012). In that case, it will

affect the time management of a person.

Types of Procrastinators

Samson (2020) stated that there are two types of procrastination: active and passive

procrastination. Active procrastination is the deliberate postponement of executing or

implementing actions for utilitarian purposes. According to Wang, Sperling, and Haspel (2015),

these purposes include aroused incentive to achieve optimum performance, increased

challenge for less motivating tasks, or enhanced effectiveness through increased task focus. In

other words, active procrastination is a less debilitating and more regulatory pattern of behavior,

whereas passive procrastination is characterized by irrational and counterproductive delay.

Passive procrastinators are known to be deficient in implementing tasks as planned, with a

 5

weak ability to manage time efficiently (Bembenutty & Karabenic, 2004). Additionally, active

procrastinators have been distinguished from passive ones on three motivational self-regulatory

aspects. In terms of behavior, active procrastinators can turn in the task when due and believe

that completing the task ahead of time does not add to its quality. The cognitive aspect is their

ability to act on their decision by putting off a task so as to maximize resources to complete it.

The feeling of a bit of discomfort but high motivation resulting from working under pressure

explain the affective aspect of procrastination (Chu & Choi, 2005; Choi & Moran, 2009).

Hence, university undergraduates engage in procrastinatory behavior in their academic

tasks. More than half of these undergraduates are passive procrastinators. The academic self-

efficacy of passive and active undergraduate procrastinators does not differ significantly.

Gender is not a significant factor when considering the procrastinatory behavior of university

undergraduates (Samson, 2020).

Why do people procrastinate?

According to Afzal and Jami (2018), the strongest predictors of academic procrastination

were aversion to academic tasks such as writing a term paper, studying for an exam, keeping

up with weekly reading assignments, performing administrative tasks, and maintaining

attendance, as well as a lack of decision-making and risk-taking behavior. For instance, junior

students exhibited higher academic task aversion, fear of failure, reliance, and decision-making

issues.

Time Management

Time management, according to Lakein (1973), is the act of executing particular goal-directed

activities with the intention of using the available time efficiently. While completing a work or

academic task, using time is like a "tool," not the goal in and of itself. B. Claessens (2007),

referred to time management as the process of identifying needs, making objectives to meet
 6

those requirements, prioritizing, and arranging tasks necessary to reach those goals.

Cambridge Dictionary (2022), also suggested that time management is the practice of making

efficient and effective use of the time you have available. Time management entails a high level

of awareness in terms of time use as well as determining, planning, monitoring, and organizing

goals and objectives, it is simply more than planning the time. (Van Eerde, 2015, p. 313).

However, according to another study made by Eilam and Aharon (2003), the phrase "time

management" is actually deceptive. Time cannot be managed strictly because it is an

inaccessible factor. Only a person's approach to time can be influenced. Time management can

be defined as the monitoring and control of time. Thus, time management has been defined as:

creating an environment conducive to effectiveness (D. Amen, 2009); a process that maximizes

performance levels and competency in a given span (P. Nair, 2016); a technique for effective

time use particularly having enough time to complete the many tasks required (Orpen, 2016;

Slaven and Totterdell, 2015; Woolfolk and Woolfolk, 2010); practices intended to maximize

intellectual productivity (C. Rutte et al., 2018); clusters of behavior that aims to improve

productivity and alleviate stress (J. Elman, 2010).  It allows you to organize your days so that

you finish your work more quickly and utilize the little free time you have.

Time management refers to the act of organizing and managing your time so that you

can split your activities more effectively and efficiently (Rimas et al., 2020). Several studies say

that good time management leads to positive effect on academic performance and

opportunities. Prioritizing the tasks more than the others is essential to manage time effectively.

It is important to acquire such skills, especially for students, to avoid being pressured and

having an anxiety attack.

According to Adams & Blair (2019), time management comprises behavioral skill

clusters essential for the organization of the study and course load (Lay & Schouwenburg,

1993). In addition, Nasrullah and Khan (2015) assert that time management is vital for

improving students' academic performance and accomplishments. Each student should have
 7

time management skills, including the ability to create objectives and priorities, utilize time

management mechanisms, and be organized. Self-motivation, performance, ability, and

motivation are required for time management (Brigitte, Claessens, Eerde, & Rutte, 2005).

Claessens, Van Eerde, Rutte, and Roe (2007) also proposed a definition of time

management as "behaviors aimed at achieving an effective use of time while performing certain

goal-directed activities." This definition emphasizes that the use of time is not an end in itself

and cannot be pursued in isolation. The emphasis is on some goal-directed activity, such as

completing a work task or an academic assignment, that is carried out in a way that implies

efficient use of time. Among these behaviors are:

a) Time assessment behaviors, such as awareness of the present moment or the past,

present, and future (Kaufman et al., 1991) and self-awareness of one's time use

(attitudes, cognitions, such as those described by Wratcher and Jones, 1988), aid in

accepting tasks and responsibilities that fall within one's capacity.

b) Planning behaviors, such as Setting objectives, planning activities, prioritizing,

establishing to-do lists, and grouping work (e.g. Britton and Tesser, 1991; Macan, 1994,

1996) are all examples of time management techniques.

c) Monitoring behaviors, which try to observe one's use of time while executing activities,

resulting in a feedback loop that limits the impact of interruptions by others (e.g. Fox and

Dwyer, 1996; Zijlstra et al.,1999).

A study by Elizabeth Olowookere (2015) communicates that there is a link between time

management techniques, character development, and academic performance.Their study also

hypothesized that the same motivation mechanisms and drive inspire effective time

management practices and the demonstration of performance characteristics. Students develop

performance characters over time as they engage in time management practices in their pursuit

of academic excellence. Despite the fact that time management has been empirically linked with

academic performance (Britton & Tesser, 1991; Sevari & Kandy, 2011; Yilmaz, Yoncalik, &
 8

Bektaş, 2010), there is a paucity of research on the subject. Empirical research on the influence

of time management practices on character development and the relationship between such

personalities and academic performance. The findings of their study revealed that students'

long-term planning, short-term planning, and time attitude differed. It did not predict their

academic performance in terms of CGPA separately and jointly There was no statistically

significant link between time management practices and students' CGPA. The findings of Yilmaz

et al. (2010) backed up this conclusion. discovered no significant relationship between time

management and GPA among 271 students enrolled in sports administration programs at Gazi,

Mula, and Atatürk Universities This outcome suggests that other factors (such as anxiety,

intelligence, and stress) may mediate or moderate the relationship between academic

performance and time management practices.

Importance of Student’s Academic Performance

Academic success is important because it is strongly associated with the positive

outcomes we value. Academically successful and highly educated adults are more likely to be

employed, to have stable work, to have more employment opportunities, to earn higher salaries,

to have health insurance, to be less reliant on social assistance, to engage in criminal behavior,

to be more engaged as citizens and charitable volunteers, and to be healthier and happier.

Academic success is essential since, in the future, technologically demanding employment will

necessitate a higher degree of knowledge. Academically successful adolescents have higher

self-esteem, lower levels of sadness and anxiety, are socially inclined, and are less likely to

participate in alcohol and drug misuse. Positive self-esteem and self-confidence are crucial

components of academic success motivation (Regier, 2011).

Impact of Procrastination and Time Management on Student’s Academic Performance

According to Nayak (2019), academic stress can be caused by procrastination and poor

time management skills. It can lead to poor physical and mental health, a loss of self-esteem,
 9

and academic failure. In order to avoid procrastination and academic stress, it is necessary to

practice effective time management techniques. Students need help with time management in

order to improve their academic performance and deal with the demands and uncertainties of

their field.

Statement of the Problem

This study focuses on the impact of procrastination and time management on academic

performance among grade 12 students at PSU – LSHS. Specifically, it aims to answer the

following:

1. What is the impact of procrastination and time management on academic performance

among grade 12 students of PSU – LSHS?

2. What is the relationship between procrastination and academic performance among the

grade 12 students of PSU – LSHS?

3. What is the relationship between time management and academic performance among

the grade 12 students of PSU – LSHS?

Research Methodology

This section presents the research methodologies that will use in the study. This

includes the research design, research environment, participants, sources of data, and

procedures such as data collection and treatment of the data.

Research Design

The study will employ a cross-sectional, descriptive design. It is non-experimental

research that does not involve the manipulation of an independent variable. Descriptive cross-
 10

sectional studies gather data to characterize the state of phenomena or the relationships

between phenomena at a certain point in time (Ihudiebube-Splendor & Chikeme, 2020).

This research design is used by the researcher to examine and describe the link

between academic procrastination, time management, and academic performance among PSU

LSHS grade 12 students in a single or short period of time.

Research Environment

This study will be conducted at the Palawan State University Main Campus. It is located

at University Road, Tiniguiban Heights, Puerto Princesa City, in the Laboratory Senior High

School Building. The campus is 68 hectares in size. The researchers will conduct the study from

grade 12 students about the correlative time management skills and procrastination and how

theses affect their academic performance.

Respondents

This study's respondents are Grade 12 students from Palawan State University

Laboratory Senior High School. They are selected to take part in the survey because they are

graduating students with a lot of prerequisites, written work, and projects and are prone to

cramming or procrastinating. Being senior high school students, this has an influence on their

time management and academic achievement.

Research Instruments

The researchers will be using a five likert scales ranging from 5 (always) to 1 (never) on

each variable for quantitative survey. The first one is standardized instrument which is

Academic Performance Scale developed by Ocak and Buyut (2015). It was used to determine

the academic procrastination behaviors. This scale consists of 38 items with four sub-

dimensions: irresponsibility (19 items), perceived features of academic task (10 items), negative

perceptions towards lecturers (5 items), and academic perfectionism (4 items). Second, also a

standardized questionnaire developed by Alay and Kocak (2002) with 27 items divided into
 11

three categories: time planning (16 items), time attitude (7 items), and time wasters (4 items). It

is a Time Management Questionnaires (TMQ) that will be used to assess the time management

skills. Lastly, the Academic Performance Rating Scale will be developed by researchers. It will

consist of 17 item questionnaires. The researchers will assess the academic performance of the

students on how they manage it.

Research Procedures

Data Collection. The researchers will gather related literature from various sources

related to the study. Then, they will prepare the survey questionnaires that will be given to the

respondents. The questionnaires will contain brief information about procrastination, time

management, and the impact of the two on a student's academic performance. Aside from that,

it will also consist of the instruments the researcher studied and developed, such as the five

Likert scales, to assess the student's academic performance on how they manage it. Afterward,

the researchers will distribute the questionnaires to potential participants, which will be done per

section. Before the participants answer the questionnaires, the researchers will again briefly

explain the importance of the study. They will also be informed that their demographic data will

not be asked, which means that responses will be anonymous. Lastly, the researchers will

retrieve all the questionnaires the potential participants answered and then tally the data. After

the tabulation and computation, the data is ready for presentation, analysis, and interpretation.

Treatment of the Data. The data will be collected using the study instruments stated

before. One of the statistical analyses of the study is the descriptive analysis that measures

such as the mean, standard deviation, and median. The description of the two variables,

procrastination and time management with their factors, will be measured by the mean and
 12

standard deviation (SD) with normal distribution. Academic performance with a non-normal

distribution will be analyzed using the minimum, maximum, and median. The researchers will

use a Spearman rank correlation to assess the two variables. These statistical analyses will aid

in evaluating the collected data by the researchers based on the description of the variables and

their relationships of the variables on PSU - LSHS students.

References:

Alay, S., & Kocak, S. (2002). Validity and reliability of time management questionnaire.

Hacettepe University Faculty of Education, 9-13.

Goroshit, M. (2018). Academic procrastination and academic performance: An initial basis for

intervention. Journal of prevention & intervention in the community, 46(2), 131-142.

Homisak, L. (2012). Time and Efficiency Redux. How do you take better control of your time?

Podiatry Management, 41-43.

Ihudiebube-Splendor, C. N., & Chikeme, P. C. (2020). A descriptive cross-sectional study:

Practical and feasible design in investigating health care–seeking behaviors of undergraduates. SAGE

Publications Ltd.

Ojo, A. A. (2019). The impact of procrastination on students’ academic performance in

secondary schools. International Journal of Sociology and Anthropology Research, 5(1), 17-22.

Ocak, G., & Boyraz, S. (2016). Examination of the Relation between Academic Procrastination

and Time Management Skills of Undergraduate Students in Terms of Some Variables. Journal of

education and training studies, 4(5), 76-84.

 13

Prem, R., Scheel, T. E., Weigelt, O., Hoffmann, K., & Korunka, C. (2018). Procrastination in daily

working life: A diary study on within-person processes that link work characteristics to workplace

procrastination. Frontiers in psychology, 9, 1087.

Rimas, S. M., Pila, J., Leonardo, M. Z. A., Maramot, H. M., Follero, R., & Edillor, M. (2020). Effects

of Time Management on Academic Performance of Grade 12 Humanities and Social Sciences Strand

Students: An Assessment. Ascendens Asia Singapore–Bestlink College of the Philippines Journal of

Multidisciplinary Research, 2(1).

Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents

revisited. Australian Psychologist, 51(1), 36-46.

Tuckman, B. W. (1991). The development and concurrent validity of the procrastination

scale. Educational and psychological measurement, 51(2), 473-480.

Unda-López, A., Osejo-Taco, G., Vinueza-Cabezas, A., Paz, C., & Hidalgo-Andrade, P. (2022).

Procrastination during the COVID-19 Pandemic: A Scoping Review. Behavioral Sciences, 12(2), 38.