LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE

Level of Procrastination and Academic Performance of Grade 10 Students of

St. Joseph School of San Jose City, Nueva Ecija, Inc.

Afable, Procolo S., Castillo, Lyka B., Cleofas, Sheena L., Fernandez, Jeffrey S., Mariano,

Adrian B., Paulo, Keesha Shane B., Ponce Tenie Muriel V.

St. Joseph School of San Jose City, Nueva Ecija, Inc.

St. Cecilia HUMSS, Research Project 12

Sir Lester M. Maniquez

April 2023
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INTRODUCTION

Procrastination is a common problem among high school students, and has been

identified as a significant factor that affects productivity. Procrastination is the tendency

to delay or postpone tasks, and it can have serious consequences later on. Teenagers do

many different tasks throughout their day. Whether it is in their household like cleaning

up their room, washing dishes and taking care of their little siblings or tasks in the school

like studying for an exam, memorizing a piece for a performance and extra-curricular

activities. It is known for a fact that most teens even adults often procrastinate and do

such important tasks when the due date or deadline is right around the corner.

Procrastination literally means a process of delaying a certain task or set of tasks. There

appear to be several causes for procrastination. Some experts speculated that it may be

due to a fear of failing and task aversion (Solomon & Rothblum, 1984).

In recent years, researchers have increasingly focused on the causes and effects of

procrastination among high school students. This is because high school is a critical

period in which students are expected to develop important skills and knowledge that will

prepare them for college. Procrastination can therefore have long-lasting effects on their

academic and professional success. There are a variety of factors that contribute to

procrastination among high school students. These include poor time management skills,

fear of failure, lack of motivation, and distractions from technology and social media.

Furthermore, research has shown that certain personality traits, such as perfectionism and

impulsivity, can also contribute to procrastination.

LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE

The majority of high school students who are given tasks turn them in on time or

earlier. Yet, a lot of students turn in their assigned work either late or without turning it in

at all. Only now is such sluggish conduct receiving the attention it merits (Ferrari,

Johnson & McCown, 1995). Procrastination also poses a danger to students by being

labeled by teachers as lazy, uncooperative, or simply not working to their capacity,

without further understanding the reasons for such behavior. According to Tuckman

(1990), students' awareness of procrastination may help amend problems before they

worsen. Having low awareness of procrastination can lead to a range of consequences for

students. Therefore, it is essential for students to develop an awareness of procrastination

and its effects and take proactive steps to manage their time effectively.

In order to address the problem of procrastination among high school students, it

is important to understand the underlying causes and develop effective interventions. This

may involve teaching students effective time management strategies, helping them build

resilience and self-motivation, and reducing the impact of distractions from technology

and social media. By doing so, we can help high school students overcome

procrastination and achieve their full potential.

Level of procrastination and academic performance of students varies from one

student to another. Some students may have the same level of procrastination but they

might slightly or highly differ in their academic performance. Therefore, this study

intended to determine the level of procrastination and academic performance.

LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE

STATEMENT OF THE PROBLEM 

Generally, this study aims to discover the level of procrastination and academic

performance of Grade 10 students of St. Joseph School of San Jose City, Nueva Ecija.

Specifically, this study aims to find answers to the following questions:

1. What is the demographic profile of the respondents in terms of

a.) Sex

b.) Age

c.) Section

2. What is the level of procrastination among the Grade 10 students?

3. What is the level of academic performance among the Grade 10 students?

4. Is there a significant difference in the level of procrastination and academic

performance in terms of the students’ sex, age and section?

OBJECTIVES OF THE STUDY

 To describe the demographic profile of the Grade 10 students of St. Joseph School

of San Jose City, Nueva Ecija

 To describe the level of procrastination and academic performance among the

Grade 10 students of St. Joseph School of San Jose City, Nueva Ecija

 To investigate if there is a significant difference in the level of procrastination and

academic performance among the respondents

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HYPOTHESES

The statement of the hypothesis will provide a clear and concise overview on the

level of procrastination and academic performance of the Grade 10 students. This will

serve as the guide of the research process and provide a basis for the collection, analysis

and interpretation of data.

Ho: There is no significant difference between the level of procrastination and

academic performance of Grade 10 students and their demographic profile in terms of

age, sex and section

Ha: There is a significant difference between the level of procrastination and

academic performance of Grade 10 students and their demographic profile in terms of

age, sex and section

SIGNIFICANCE OF THE STUDY

This study sought to find out the level of procrastination and academic

performance among grade 10 students. This study is beneficial to the following:

Grade 10 students. This study will help them to identify their procrastination level

and how procrastination affects their academic performance. The ability to better oneself

and identify the areas and issues that need to be addressed in order to increase academic

achievement will result from this.

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School. This study will help the school administrators to be aware of this matter

which is the level of procrastination and academic performance among Grade 10 students

and might be able to help design and implement programs related the level of

procrastination and academic performance.

Teachers. This study will help teachers better understand how procrastination

impacts academic performance, and provide them with the tools they need to help their

students overcome this issue and achieve academic success.

Researchers. This study will serve as a starting point for future researchers

interested in investigating the relationship between procrastination and academic

performance, and can guide future research in this area.

SCOPE AND LIMITATIONS

This study will focus on determining the level of procrastination and academic

performance of Grade 10 students of St. Joseph School in San Jose City, Nueva Ecija.

This will be conducted at the Cathedral Campus of St. Joseph School. The research will

involve collecting data from the respondents through a standardized questionnaire. The

standardized questionnaire will cover questions related to the level of procrastination,

academic performance, and demographic profile of the respondents. The study will use

statistical tools and techniques to analyze the data and draw conclusions.
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This research has some limitations that could impact the findings and conclusions

of the study. The study will only focus on Grade 10 students of St. Joseph School in San

Jose City, Nueva Ecija. The findings of the study may not be generalizable to other

schools or populations. The accuracy and reliability of the data may be affected by

factors such as social desirability bias and response fatigue. The study will only consider

the demographic profile of the respondents in terms of sex, age and section. Other

important factors that could influence procrastination and academic performance will not

be included in the analysis.

THEORETICAL FRAMEWORK

The theoretical framework for the study on the level of procrastination and

academic performance of Grade 10 students is based on the cognitive-behavioral theory

which was developed by several psychologists over time, but it is generally attributed to

Aaron Beck and Albert Ellis.

The cognitive-behavioral theory suggests that our thoughts, emotions, and

behaviors are interconnected and mutually influence each other. In other words, the way

we think and feel about something affects how we behave in response to it, and vice

versa. This theory suggests that procrastination is not just a matter of poor time

management or laziness, but rather a result of negative thoughts and emotions that lead to

avoidance behaviors.

The cognitive-behavioral theory suggests that the way to overcome

procrastination is to address the underlying negative thoughts and emotions that are
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driving it. This can be achieved through cognitive restructuring, which involves

identifying and challenging negative thought patterns and replacing them with more

positive, adaptive ones. For example, a student who thinks "I'm not smart enough to do

well on this assignment" can learn to replace that thought with "I may not know

everything about this topic, but I can do my best and learn from my mistakes." By

addressing these underlying factors through cognitive restructuring and behavior

modification techniques, individuals can develop more effective strategies for managing

their time and achieving their goals.

RESEARCH PARADIGM

PROCRASTINATION
SOCIO -
DEMOGRAPHIC
CHARACTERISTICS

ACADEMIC
PERFORMANCE

Figure 1. Research Paradigm

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DEFINITION OF TERMS

 Academic performance: refers to how well a student is achieving in their studies,

typically measured by grades, test scores, and other academic achievements.

 Data privacy: refers to the protection of personal information and data of

individuals from unauthorized access, use, or disclosure.

 Grade 10: refers to the 10th year of schooling in the K-12 educational system,

usually taken by students around 15-16 years old.

 Procrastination: the act of delaying or postponing a task or set of tasks.

 Profile characteristics: refers to the specific demographic information of the

respondents, such as sex, age, socioeconomic status, and other relevant

information.

REVIEW OF RELATED LITERATURE

Procrastination

Procrastination is a voluntary delay of intended action that often leads to

consequences. It is self-regulatory involving motivational, cognitive, and emotional

factors. The causes of procrastination include low self-esteem, impulsiveness, and poor

decision-making. It is a complex phenomenon that can have a range of negative

consequences, including increased stress, decreased performance, and reduced overall

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well-being based on a meta-analytic and theoretical review of research by Steel (2007).

Despite its effects, procrastination is a prevalent behavior across many different contexts,

including academic, occupational, and personal domains. As a result, understanding the

causes, effects, and potential interventions for procrastination has become an important

area of research in psychology, and related fields.

Procrastination is a pervasive issue among university students that has been

associated on their psychological well-being. In a study by Ferrari et al. (2007), high

levels of procrastination were linked to lower levels of subjective well-being and life

satisfaction. Another study by Steel and Klingsieck (2016) investigated the role of

motivation and volition in predicting academic procrastination. The findings suggested

that motivational factors, such as task value and self-efficacy, were more significant

predictors of procrastination than volitional factors, such as impulsivity and self-control.

Furthermore, Sirois and Pychyl (2013) found a positive correlation between

perfectionistic tendencies and procrastination, indicating that individuals who aim for

perfection may delay tasks due to the fear of not meeting their high standards.

To address the issue of procrastination, researchers have explored various

interventions. Steel's meta-analysis (2007) found that self-regulatory interventions, such

as goal-setting and creating implementation intentions, were most effective in reducing

procrastination. On the other hand, a longitudinal study by Tuckman and Hinkle (1988)

discovered that procrastination was correlated with academic performance. Students who

procrastinated tended to perform worse on exams and assignments, indicating that the

effects of procrastination can be detrimental to academic success.

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Research has identified various factors that contribute to procrastination. One of

these is self-efficacy, which refers to an individual's belief in their ability to complete a

task successfully. Schraw et al. (2007) found that low self-efficacy was a significant

predictor of procrastination in academic settings. This suggests that individuals who lack

confidence in their abilities may be more likely to delay tasks due to fear of failure.

In addition to self-efficacy, personality traits also play a role in procrastination

tendencies. Pychyl et al. (2000) found that individuals who scored high on traits such as

impulsivity, distractibility, and low conscientiousness were more likely to procrastinate.

These traits may make it harder for individuals to resist distractions or prioritize tasks

effectively, leading to procrastination. A study by Ferrari et al. (1995) explored the

relationship between anxiety and procrastination. The findings suggested that individuals

who experienced high levels of anxiety were more likely to procrastinate, potentially due

to fear of failure or the belief that delaying a task would reduce anxiety.

Moreover, the aversiveness of a task and its perceived difficulty are other factors

that can influence procrastination. Steel and Konig (2006) found that individuals were

more likely to procrastinate on tasks they found unpleasant or boring, and that perceived

task difficulty was also a significant predictor of procrastination. In contrast, social

support can be an effective strategy to combat procrastination. Milgram et al. (1992)

found that individuals who received support and encouragement from others were less

likely to procrastinate. This suggests that social support can help individuals stay

motivated and focused on their tasks, reducing their tendency to delay or avoid them.
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Procrastination is a pervasive problem that can impact various aspects of an

individual's life. Sirois and Tosti's (2012) study demonstrated that academic

procrastination can have effects on an individual's health and well-being. Procrastination

was found to be associated with higher levels of stress, which can have detrimental

effects on the immune system and overall health. In addition, Tice and Baumeister's

(1997) study highlighted the impact of procrastination on goal attainment. Procrastination

can reduce the time and effort available to complete tasks and increase the likelihood of

distractions and task avoidance, which can interfere with goal achievement.

Procrastination can also display effects on financial decision-making. Rabin et

al.'s (2011) study suggested that procrastination can lead to suboptimal financial

decisions, potentially resulting in missed opportunities and negative financial outcomes.

Moreover, procrastination can negatively impact interpersonal relationships, as

individuals who procrastinate are more likely to experience conflict and strain in their

relationships, according to Ferrari et al.'s (2013) study. These findings highlight the

importance of addressing procrastination in various domains to improve outcomes and

overall well-being.

Several studies have explored different factors that influence procrastination.

Sirois and Pychyl (2013) found that individuals who practiced self-compassion were less

likely to procrastinate, as they experienced fewer negative emotions such as guilt and

anxiety. Similarly, Steel and Klingsieck (2016) suggested that effective time management

strategies, such as task prioritization and breaking tasks into smaller steps, were

associated with lower levels of procrastination. These findings highlight the importance
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of cultivating positive emotions and effective time management practices to reduce

procrastination.

Chen et al. (2018) found that individuals who had difficulty regulating their

emotions, especially negative emotions such as anxiety and fear, were more likely to

procrastinate. In contrast, Choi and Moran (2009) suggested that individuals were less

likely to procrastinate on tasks that they perceived as highly valuable or important.

Finally, Milgram and Tenne (2000) found that social support from friends, family, or

colleagues was associated with lower levels of procrastination, potentially due to a

greater sense of social responsibility and accountability. These findings suggest that

developing emotional regulation skills, valuing tasks, and seeking social support can be

effective strategies to reduce procrastination.

All of these incur to the researchers’ desire to describe the level of procrastination

of Grade 10 students of St. Joseph School.

Academic Performance

Academic performance is a key indicator of a student's ability to acquire and

exhibit knowledge, skills, and abilities in academic contexts. It serves as a critical metric

for evaluating academic achievement and is frequently used to inform decisions

regarding academic placement, college admission, and employment opportunities. A

study by Rask and Tiefenthaler (2015) revealed that high school students who

participated in dual enrollment programs had higher academic performance in college,

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indicating that these programs can be beneficial in preparing students for college-level

coursework.

In addition, a study by Kuh and colleagues (2014) found that college students who

engaged in high-impact practices such as internships, study abroad, and undergraduate

research tended to have higher levels of academic engagement and were more likely to

graduate on time. This study emphasized the importance of providing students with a

broad range of learning experiences that complement traditional classroom instruction

and support academic success.

However, De Bruyckere and colleagues' (2018) study found that technology use

in the classroom can have both positive and negative effects on academic performance.

While technology can enhance some aspects of learning, it may also serve as a distraction

and negatively impact retention and comprehension. The study cautioned educators to be

thoughtful about integrating technology into the classroom and to carefully consider its

potential drawbacks.

Academic performance encompasses a broad range of factors, including cognitive

ability, motivation, engagement, study habits, and environmental influences. A study by

Wigfield and Eccles (2002) found that academic motivation was a key factor in academic

performance. The study suggested that students who are intrinsically motivated (i.e.,

motivated by interest and enjoyment of the material) tend to perform better than those

who are extrinsically motivated (i.e., motivated by external rewards, such as grades or

approval from others). Similarly, a study by Eccles and colleagues (2013) found that

students' motivational beliefs (i.e., their expectations for success, value of the academic
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task, and sense of self-efficacy) were related to their academic achievement in math and

science. The study suggested that students who hold positive beliefs about their abilities

and the value of academic tasks tend to be more engaged and successful in those

domains.

Another study by Wang and colleagues (2020) found that mindfulness-based

interventions improved academic performance and reduced anxiety in college students.

The study also found that the positive effects of the intervention were mediated by

increases in attention and self-regulation. Intelligence (measured by standardized tests)

was a strong predictor of academic performance across a variety of subject areas and

levels of education according to Credé and Kuncel (2008). The study suggested that

cognitive ability is a key determinant of academic success. A study by Rosário and

colleagues (2018) found that self-regulated learning strategies (e.g., goal setting,

planning, monitoring, and evaluation) were positively related to academic achievement

among university students. The study suggested that students who are able to effectively

regulate their learning and academic behaviors tend to perform better academically.

Numerous factors can influence academic performance, and identifying these

factors is crucial for promoting student success. Sirin's (2005) study demonstrated that

socioeconomic status (SES) is a strong predictor of academic performance, with higher

SES students generally performing better. This may be because higher SES students have

greater access to educational resources such as books and technology. Chronic stress can

also negatively impact academic achievement, as found by Zajacova and colleagues

(2018), who found that high school students who experience chronic stress often struggle

academically due to the negative effects of stress on cognitive functioning. Positive peer
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relationships were found to have a positive impact on academic achievement among

Chinese college students, according to Zhou and colleagues' (2020) study, suggesting that

peer support can boost academic motivation and emotional wellbeing.

However, negative factors such as burnout, as found in Schaufeli (2009) study,

and sleep deprivation, as demonstrated by Kuo (2016) study, can also harm academic

performance. Burnout can lead to emotional exhaustion and reduced engagement, while

sleep deprivation can impair cognitive functioning and memory consolidation. Emotional

regulation is also important, as positive emotions are associated with better performance

while negative emotions are associated with lower performance, as found in Pekrun

(2016) study. Academic self-concept, or how students perceive their own academic

abilities, was found to be a strong predictor of academic performance, according to Chen

(2018) study, highlighting the importance of positive self-perception in promoting

academic success.

School culture was a strong predictor of academic performance among middle

school students according to Fryer and colleagues (2018). The study suggested that

schools that foster a positive and inclusive culture, with supportive teachers, high

expectations, and a sense of belonging, tend to have higher levels of academic

achievement among their students. A study by Fredricks and colleagues (2004) found that

engagement in extracurricular activities was positively related to academic achievement

among middle and high school students. The study suggested that participation in

structured activities outside of the classroom can provide students with opportunities to

develop important skills and competencies that are transferable to academic tasks. A

study by Gottfried and colleagues (2019) found that attendance was strongly related to
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academic performance among elementary school students. The study suggested that

regular attendance is essential for students to fully participate in classroom learning and

maintain the necessary momentum to succeed academically.

Parental involvement, such as monitoring homework completion and providing

academic support, has been found to positively impact students' grades and test scores. A

study by Cohen and colleagues (2014) found that higher levels of parental involvement

were associated with better academic performance in middle school students. The study

also suggested that the type of parental involvement matters, with academic socialization

(e.g., discussing school work, setting goals) being more beneficial than other types of

involvement (e.g., attending school events). Similarly, a study by Pomerantz and

colleagues (2007) found that parental involvement in children's education was positively

related to academic performance. The study suggested that parents who actively

participate in their children's academic lives can help to foster a positive attitude towards

learning and provide support and resources that can enhance academic success.

Procrastination and Academic Performance

Procrastination is a common issue that affects many students, and its impact on

academic performance has been extensively studied. Various studies have been

conducted to investigate the relationship between procrastination and academic

performance, with researchers exploring the factors that contribute to procrastination and

its consequences on students' academic success. Tice and Baumeister (1997) found that

students who procrastinated had lower grades compared to those who did not,
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highlighting the negative impact of procrastination on academic performance. Steel's

(2007) meta-analysis of 34 studies further supports this, as procrastination was found to

be negatively correlated with academic performance and linked to a higher likelihood of

dropping out of school. Ferrari, Johnson, and McCown (1995) found that academic

procrastination was related to poor time management and low self-esteem, suggesting

that interventions targeting these factors could help reduce procrastination and improve

academic performance. Chu and Choi's (2005) study on academic self-efficacy also

showed a correlation between higher levels of self-efficacy and better academic

performance, as those with a strong belief in their ability to succeed academically were

less likely to procrastinate. Finally, Pychyl, Lee, Thibodeau, and Blunt's (2000) study

highlighted the relationship between procrastination and stress among university students,

as students who procrastinated experienced higher levels of stress, which in turn

negatively impacted their academic performance. These studies have shed light on the

negative impact of procrastination on academic performance, highlighting the importance

of addressing this issue in order to improve student outcomes.

Multiple studies have examined the relationship between procrastination and

academic performance in university and high school students. Lay and Schouwenburg

(1993) found that test anxiety partially mediated the negative relationship between

procrastination and academic performance. In another study, Ozer and Demir (2019)

discovered that academic self-efficacy partially mediated the negative relationship

between procrastination and academic performance in high school students. Additionally,

Klassen, Krawchuk, and Rajani (2008) found that motivation and self-regulated learning
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strategies partially mediated the negative relationship between procrastination and

academic performance in university students.

Perfectionism was also found to mediate the relationship between procrastination

and academic performance. Rabin, Fogel, and Nutter-Upham (2011) reported that

perfectionism partially mediated the negative relationship between procrastination and

academic performance in university students. Furthermore, Tuckman (1991) found that

locus of control partially mediated the negative relationship between procrastination and

academic performance in university students. These findings suggest that there are

multiple factors that contribute to the negative relationship between procrastination and

academic performance, and that interventions targeting these factors may be beneficial in

improving academic success.

Current Study

Procrastination is a common issue that negatively affects the academic success of

a significant proportion of students. Hence, understanding the causes and consequences

of procrastination is crucial for educators and other stakeholders to develop effective

strategies to support students in achieving their academic goals. Changes in learning

environments and technology have created new opportunities and challenges for students,

which may impact their tendency to procrastinate and their academic performance. This
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emphasizes the need for research to explore the impact of these changes on students'

academic behaviors and outcomes.

Additionally, academic performance is an essential determinant of future

opportunities, such as career prospects and access to further education. Therefore,

understanding the factors that contribute to academic success is crucial for promoting

equitable access to these opportunities and reducing educational disparities. In summary,

the topic of procrastination and academic performance is relevant and important for

research due to its prevalence, impact on students' academic success, and broader

implications for future opportunities and social equity.

However, one potential research gap is the need for further exploration into the

specific factors that contribute to procrastination among students. While some studies

have identified factors such as poor time management, low self-esteem, and high levels

of stress, there may be additional factors that have not been fully examined. Further

research is required to understand how interventions can effectively address

procrastination and improve academic performance, tailored to meet the unique needs of

different student populations. Moreover, the impact of technological advancements and

changes in learning environments on procrastination and academic performance should

be explored.

The study aims to test these hypotheses by assessing the level of procrastination

and academic performance among Grade 10 students of St. Joseph School of San Jose

City, Nueva Ecija, and investigating the relationship between these factors and the

students' sex and age. The findings of this study will provide insights into the factors that
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contribute to procrastination and academic performance among high school students and

inform the development of interventions that can help students overcome procrastination

and improve their academic success.

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METHODOLOGY

RESEARCH DESIGN

This study will utilize a quantitative descriptive methodology. A standardized

questionnaire will be used to assess the level of procrastination and academic

performance among Grade 10 students. The standardized questionnaire will measure

these variables on a numerical scale to facilitate quantitative data analysis.

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PARTICIPANTS

The respondents of the study are from the grade 10 students of St. Joseph School,

ages of 15-17. The respondents are currently living in the province of Nueva Ecija. They

were determined through stratified sampling.

INSTRUMENTATION

The researchers will provide standardized questionnaires. The Likert scale, which

is developed by Rensis Likert in the 1930s, will be used as method for measuring level of

procrastination and academic performance among Grade 10 students. Once the Likert

scale data is collected, it can be analyzed using various statistical methods, such as mean

and standard deviation, to determine the overall pattern of responses and the level of

agreement or disagreement with the questions.

DATA GATHERING PROCEDURE

The sampling procedure that will be used is stratified sampling procedure. The

participants are all the Grade 10 students who the researchers will work with in this

research. Next is getting the approval of all the chosen respondents to cooperate for the

said study. After getting all the respondents’ approval, 2 groups were formed in each

section.
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To gather the data, the researchers will give the sets of questionnaires to each one

of the respondents. The respondents were given at least 10-15 minutes to answer the

questionnaires. This is to prevent them from providing false or hasty responses. The

researchers will proceed from one section to another to collect the answered

questionnaires. Then, the results will be tallied and tabulated. The data gathered will be

used as a basis of analysis and interpretation.

DATA ANALYSES

The data from the research study about the level of procrastination and academic

performance of high school students will be analyzed using statistical methods.

Descriptive statistics such as means, standard deviations, and frequency

distributions will be computed to summarize the data. These statistics will provide an

overview of the levels of procrastination and academic performance among the Grade 10

students in the sample.

Inferential statistics will be used to test the research hypotheses and determine

whether there is a significant relationship between procrastination and academic

performance. SPSS test will be used to compare the levels of procrastination and

academic performance between different groups of students, such as sex and age.

ETHICAL CONSIDERATIONS
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In conducting research on the level of procrastination and academic performance

of Grade 10 students of St. Joseph School, there are several ethical considerations that

need to be taken into account. Firstly, informed consent must be obtained before

conducting the study. This means that they need to be fully aware of the purpose of the

study, the methods that will be used, and the potential risks and benefits of participating

in the research.

Another ethical consideration is the confidentiality and anonymity of the

participants. Personal information such as names, addresses, and contact details should be

kept confidential and only used for the purposes of the study. The Data Privacy Act of

2012 should be strictly adhered to when collecting, processing, and storing data. This

means that all data must be kept secure and only accessed by authorized personnel.

Additionally, the study must be conducted in an ethical manner that minimizes

harm to the respondents. This means that the study should not cause physical, emotional,

or psychological harm to the participants. To ensure this, the study should be approved by

an ethics committee or review board.

Lastly, it is important to ensure that the findings of the study are disseminated in

an ethical and responsible manner. This means that the results should be presented

accurately and honestly, without misrepresenting or manipulating the data. It is also

important to acknowledge the limitations of the study and avoid making generalizations

beyond the scope of the research.

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RESULTS

This chapter contains the results and statistical analyses of the findings of the
paper.

Demographic Profiles of the Respondents

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The table 1 specifies the socio-demographic characteristics of the respondents (1)

Sex, (2) Age, and (3) Section.

Table 1
Socio-Demographic Characteristics of the Respondents at Baseline
Baseline Characteristics n %
Sex
Male 23 46.0
Female 27 54.0
Age
15 years old 19 38
16 years old 29 58
17 years old 2 4
Section
ST. MARTIN 25 50
ST. TERESA 25 50

Table 1 describes the respondents with an average sex of females (n=27, M=1.54,
SD=.503, %=54.0) of the total sample population of n=50. The average age of the
respondents was reflected as 16 years old (n=29, %=58). Since the researchers sought
after equality among sections, respondents were reflected to as n=25 each.

Procrastination and Academic Performance of the Respondents

(short intro ng table 2)

Table 2
Procrastination and Academic Performance

Factors Mean SD Description

Procrastination and Academic 3.472 .564 Moderate
Performance

Note. Procrastination and Academic Performance level = Never (1.00), Rarely (2.00),
Sometimes (3.00), Always (4.00), Often (5.00)
The results show from table 2 that there is sometimes or moderate level of
procrastination and academic performance among the respondents with M=3.472 and
SD=.564.

APA 7th Edition Difference Tables (Independent T-Test Tables)

Table 3. Procrastination and Academic Performance means for Males and Females
LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE

Sex
t df
Males Females
Procrastination and
Academic Performance 3.43 3.522 .678 48
.405 .675

Note. N=50 for all analyses

An independent-samples t-test was conducted to compare the level of procrastination and

academic performance in sex.

Table 4. Procrastination and Academic Performance means for St. Martin and St. Teresa

Section
t df
St. Martin St. Teresa
Procrastination and
3.508 3.436
Academic Performance .447 48
.503 .628

Note. N=50 for all analyses

An independent-samples t-test was conducted to compare the level of procrastination and

academic performance in class section.

Significant differences between conditions

Table 5. Significant Difference between Procrastination and Academic Performance and

Sex

Group Statistics
Sex N Mean Std. Deviation Std. Error Mean

Proc and Acad Male 23 3.4130 .40598 .08465

Female 27 3.5222 .67501 .12991

There was no significant difference in the scores for male (M=3.41, SD=.41) and female

(M=3.52, SD=.68); t (48)=-.678, p = 0.501

LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE

Independent Samples Test

Levene’s Test for t-Test for Equality of Means

Equality of Variances
F Sig. t df Sig. (2- Mean Std. Error 95% Confidence Interval of the
tailed) Difference Difference Difference
Lower Upper

Proc Equal 2.162 .148 -.678 48 .501 -.10918 .16110 -.43310 .21474
and variances
Acad assumed
Equal -.704 43.500 .485 -.10918 .15505 -.42177 .20341
variances
not
assumed

An independent-samples t-test was conducted to compare the level of

procrastination and academic performance in male and female. There was no significant

difference in the scores for male (M=3.41, SD=.41) and female (M=3.52, SD=.68); t

(48)=-.678, p = 0.501. These results suggest that sex r does not have an effect on level of

procrastination and academic performance.

Table 6. Significant Difference between Procrastination and Academic Performance and

Section

Section N Mean Std. Deviation Std. Error Mean

Proc and Acad Martin 25 3.5080 .50326 .10065

Teresa 25 3.4360 .62841 .12568

Group Statistics

There was no significant difference in the scores for Martin (M=3.51, SD=.50) and

Teresa (M=3.44, SD=.63); t (48)=.447, p = .657

Independent Samples Test

LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE

Levene’s Test for t-Test for Equality of Means

Equality of Variances

F Sig. t df Sig. (2- Mean Std. Error 95% Confidence Interval of the
tailed) Difference Difference Difference

Lower Upper

Proc Equal .354 .555 .447 48 .657 .07200 .16102 -.25175 .39575
and variances
Acad assumed

Equal .447 45.81 .657 .07200 .16102 -.25175 .39165

variances
not
assumed

An independent-samples t-test was conducted to compare the level of

procrastination and academic performance in male and female. There was no significant

difference in the scores for male (M=3.41, SD=.41) and female (M=3.52, SD=.68); t

(48)=-.678, p = 0.501. These results suggest that sex r does not have an effect on level of

procrastination and academic performance.

DISCUSSIONS

The presented results of the study on the level of procrastination and academic

performance among high school students. Table 1 includes the baseline characteristics of

the sample population according to the respondents' age, sex, and section. The study also

measured the level of procrastination and academic performance among the participants.

The data for these variables were summarized using descriptive statistics. Table 2 shows

the mean level of procrastination was 3.47, with a standard deviation of 0.56. The data

presents respondents had a moderate level of academic procrastination.

In terms of sex, the sample consisted of 46% males and 54% females. Research

has suggested that there may be gender differences in procrastination, with females
LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE

reporting higher levels of procrastination than males (Sirois & Pychyl, 2013). In terms of

age, the majority of the participants were 15 or 16 years old, with only two being 17

years old. In a study, age has also been found to be a predictor of procrastination, with

younger students being more prone to procrastination than older students (Pychyl et al.,

2000). Regarding the section, the sample population was divided into two sections, St.

Martin and St. Teresa, each consisting of 25 participants. Research has suggested that

school-level factors, such as teaching quality and school resources for every section, may

influence academic procrastination (Tice & Baumeister, 1997).

Table 3 shows the level of procrastination and academic performance among high

school students. There is no significant difference between males and females in terms of

their level of procrastination and academic performance. The mean score for males was

3.43, and for females, it was 3.522. The t-value of .678 with 48 degrees of freedom was

not significant, which suggests that there is no significant difference between the two

groups. Similarly, the study found no significant difference in Table 4 which shows the

level of procrastination and academic performance between St. Martin and St. Teresa

sections. The mean score for St. Martin was 3.508, and for St. Teresa, it was 3.436. The t-

value of .447 with 48 degrees of freedom was not significant, which suggests that there is

no significant difference between the two sections.

Table 5 further show that there is no significant difference in the level of

procrastination and academic performance between male and female Grade 10 students.

This implies that sex is not a significant factor in predicting the level of procrastination

and academic performance among the respondents. A related study conducted by Steel

and Konig (2006) found that there was no significant difference in procrastination
LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE

between male and female college students. However, they did find that there were gender

differences in the reasons for procrastination, with females more likely to procrastinate

due to anxiety and males more likely to procrastinate due to boredom. This suggests that

while sex may not be a significant predictor of overall procrastination levels, there may

be gender differences in the underlying factors that contribute to procrastination.

Table 6 further show that there is no significant difference in the level of

procrastination and academic performance between the Martin and Teresa sections of

high school students. This implies that section is not a significant factor in predicting the

level of procrastination and academic performance among high school students. A related

study conducted by Senécal et al. (2008) found that there were differences in the level of

academic procrastination among high school students from different academic tracks.

Specifically, they found that students in the vocational track reported higher levels of

academic procrastination than students in the general or academic tracks. This suggests

that academic track may be a significant factor in predicting procrastination levels among

high school students.

CONCLUSION

The problem of procrastination is frequently observed among students and it is

known to have a considerable impact on their productivity. The level of procrastination

and academic performance can be slightly or highly differed among students, even when

some exhibit similar procrastination levels. Therefore, this study aimed to investigate the

level of procrastination and academic performance among Grade 10 students in St.

Joseph School of San Jose City, Nueva Ecija. After gathering data coming up with

results, the study was able to satisfy the objectives.

LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE

The demographic profile of the Grade 10 students surveyed was described in

terms of age, sex and section. The study found out that the majority of the respondents

were 16 years old, which is typical for students in Grade 10. Additionally, there were

slightly more female respondents than male respondents in the population surveyed and

there were same number of respondents from the two class sections. This information is

useful for future studies, as it can help researchers understand how age, sex and class

section may influence procrastination and academic performance.

The study also utilized Likert scale to determine the level of procrastination and

academic performance among the Grade 10 students. The results showed that there was a

moderate level of procrastination and academic performance among the respondents.

This suggests that procrastination may be an issue that needs to be addressed among

Grade 10 students, as it could be hindering their academic performance.

Furthermore, the study utilized statistical tests, such as independent sample t-test,

to determine if there was a significant difference in the level of procrastination and

academic performance of respondents based on their sociodemographic profile. The

results indicated that there was no significant difference, which means that age, sex and

class section are not significant factors that affect procrastination and academic

performance among the Grade 10 students in St. Joseph School of San Jose City, Nueva

Ecija.

The findings of this study are consistent with several other studies that have

investigated the relationship between procrastination and academic performance. For

example, research has suggested that there may be gender differences in procrastination,
LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE

with females reporting higher levels of procrastination than males (Sirois & Pychyl,

2013). Additionally, a study found out that age has been a predictor of procrastination,

with younger students being more prone to procrastination than older students (Pychyl et

al., 2000). Research by Tice & Baumeister (1997) has also suggested that school-level

factors, such as teaching quality and school resources for every section, may influence

academic procrastination.

Overall, this study can be useful to Grade 10 students, teachers, and schools in

addressing the issue of procrastination and improving academic performance. Future

researchers can also use your study as a reference for conducting similar studies in other

settings to gain a better understanding of the relationship between procrastination and

academic performance.

RECOMMENDATIONS

Based on the results of this study, it is recommended that to address the issue of

procrastination among students in order to improve academic performance, specifically

the Grade 10 students of St. Joseph School. The study found a moderate level of

procrastination among the respondents, which suggests that this could be hindering their

academic performance. Therefore, it is important for the school, teachers, and students to

acknowledge this issue and take appropriate measures to address it.

Schools may consider implementing interventions or programs aimed at helping

students overcome procrastination and develop better study habits. These programs could

include time-management skills training, study skills workshops, and individualized

LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE

coaching sessions to help students develop effective strategies to manage their time and

tasks.

It is also essential for future researchers to conduct similar studies in other

settings to gain a better understanding of the relationship between procrastination and

academic performance. This can help identify factors that may contribute to or mitigate

procrastination and provide evidence-based interventions that can be implemented in

various educational settings.

The study's findings on the demographic profile of Grade 10 students can also be

useful for future research. For instance, the finding that age, sex, and class section are not

significant predictors of procrastination and academic performance can inform future

studies' design and methodology. Researchers may consider exploring other factors that

could influence procrastination and academic performance, such as parental involvement,

motivation, and self-regulation.

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APPENDICES

Appendix A

Informed Consent Form

LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE
LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE

Questionnaire
LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE

Appendix B

Data Collection, Tally Sheets, Excel Sheets

LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE
LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE

Independent Sample T-Test

LEVEL OF PROCRASTINATION AND ACADEMIC PERFORMANCE

Appendix C

Research Plan (The input, process and Output, your Research paradigm before)