REASONS OF

PROCRASTINATION AMONG GAS

11 STUDENTS

A research presented to the faculty of SHS in San Nicholas III, Bacoor City

In partial fulfillment of the requirements for inquiries, investigations, and

immersion by:

Estrada, Luis S.
Frias, Rheana Reese M.
Sabenorio, Rievince R.
Gorme, Daniela Roa T.
Malto, Renzo L.
Atendido, Azhly

June 2023

CHAPTER 1
Background of the study
Students frequently struggle with procrastination, which can negatively
impact their academic performance and overall well-being. The General
Academic Strand (GAS) is a senior high school curriculum offered in the
Philippines, encompassing various academic subjects.
Researchers have shown a keen interest in comprehending the factors that
lead to procrastination among students, given its potential adverse effects.
Personality traits like low self-esteem and high neuroticism have been
found to be linked with procrastination in some studies. Other studies have
investigated how situational factors, such as the complexity of tasks and
proximity to deadlines, contribute to procrastination behavior.
There is a scarcity of research that specifically examines procrastination
among GAS students. However, it is probable that many of the factors
discovered in other studies are also relevant to this group. Gaining insight
into the factors that contribute to procrastination behavior among GAS
students may assist educators and students in devising tactics to combat
this prevalent problem, leading to better academic performance and
enhanced well-being.

Statement of the problem (SOP)

o What are the reasons of procrastination?
o Why do students procrastinate?
o What are the factors contributes to the reasons?

Significance of the study

 1. Understanding procrastination behavior among GAS students can help
educators and students develop strategies to overcome this common
problem, leading to improved academic outcomes and overall well-being.
2. By identifying the factors that contribute to procrastination behavior
among GAS students, the study can help educators and students develop
tailored interventions to address the underlying causes of procrastination.
3. The study can shed light on the potential negative effects of procrastination
on academic performance and well-being among GAS students, which can
help to raise awareness of this issue and promote discussions around how
to address it.
4. The findings of this study can contribute to the body of literature on
procrastination behavior among students, particularly in the context of the
GAS program in the Philippines.
5. Ultimately, the study can help to enhance the educational experiences of
GAS students by providing insights into the challenges they face and
strategies to help them succeed academically and improve their well-being.

Purpose of this study

This study aims to examine the procrastination behaviors of senior high school
students in the Philippines who are enrolled in the General Academic Strand
(GAS) program. The research seeks to uncover the factors that contribute to
procrastination among GAS students, as well as its potential negative impact on
their academic performance and general well-being. Additionally, the study
endeavors to provide valuable insights into how educators and students can
develop effective strategies to overcome procrastination and enhance academic
outcomes and overall well-being among GAS students. Ultimately, the objective
of this research is to increase understanding of this widespread problem, and
offer practical recommendations to support GAS students in overcoming
procrastination and achieving academic success.

Conceptual/Theoretical framework

Independent Variables Dependent Variables

-Personality traits: GAS students may
have different personality traits that
influence their tendency to
procrastinate, such as low self-esteem,
high anxiety, or a preference for
novelty-seeking behaviors.
- Situational factors: GAS students may
face different situational factors that
contribute to procrastination, such as
task difficulty, deadline proximity, or
distractions from technology use.
-Academic performance:
procrastination behavior may
negatively impact GAS students’
academic performance, such as lower
grades, decreased engagement in class,
or failure to complete assignments.
- Well-being: procrastination behavior
may also negatively impact GAS
students’ overall well-being, such as
increased stress, anxiety, or depression.
Scope and Delimitations

SCOPE

- The study will focus on GAS students in the SHS San Nicolas 3, specifically those
who are enrolled in the General Academic Strand.

- The study will investigate the procrastination habits of GAS students in relation
to their academic performance and well-being.

- The study will use quantitative research methods, such as surveys and
questionnaires, to collect data on procrastination behavior, personality traits,
situational factors, coping strategies, motivation, academic performance, and
well-being among GAS students.

DELIMITATIONS

- The study will not investigate procrastination habits among students in other
senior high school programs or in other countries.

- The study will not investigate the impact of procrastination habits on other
aspects of GAS students’ lives, such as their social relationships or extracurricular
activities.

- The study will not investigate the causes or effects of procrastination behavior
among GAS students who have learning disabilities or other special needs.
- The study may be limited by the self-reported nature of the data collected
through surveys and questionnaires, as students may not always accurately report
their procrastination behavior or related .

CHAPTER 2

Review of the Related Literature (RRL)

INTRODUCTION
The purpose of this chapter is to provide an overview of the
research on the effects of procrastination in the context of
classes held in the GAS building. The review aims to provide a
comprehensive understanding of what procrastination is, what
causes it, and how it can be addressed. Additionally, it explores
the specific context of the GAS building and how it may
influence procrastination behaviors and outcomes.

BODY
Procrastination involves intentionally delaying tasks despite
knowing that it may lead to negative consequences. The
chapter discusses various theoretical frameworks that shed
light on the underlying cognitive and motivational processes
involved in procrastination.
International Literature
Choi, J. N., & Moran, S. V. (2021). The role of self-compassion in
academic procrastination among college students: A
longitudinal study. Journal of Educational Psychology, 113(2),
290-306.
“This longitudinal study investigates the role of self-compassion
in academic procrastination behavior among college students in
the United States. The findings suggest that self-compassion is
negatively associated with academic procrastination and that
this relationship is mediated by academic self-efficacy and
motivation.”
Numerous factors contribute to procrastination among
students, such as poor time management skills, fear of failure,
lack of motivation, and the presence of distractions.
Procrastination can have significant negative consequences on
students’ academic performance, psychological well-being, and
overall learning experience. It often leads to increased stress
levels, reduced productivity, missed deadlines, and lower
grades, among other things.
National Literature
Lagrosa, R. R. (2019). Academic procrastination, coping, and
academic achievement among Filipino college students. Asia
Pacific Journal of Multidisciplinary Research, 7(4), 1-9.
“This study explores the relationship between academic
procrastination, coping strategies, and academic achievement
among college students in the Philippines. The findings suggest
that academic procrastination is negatively associated with
academic achievement and that coping strategies, such as
problem-solving and support-seeking, can mitigate the negative
effects of procrastination on academic achievement.”

CONCLUSION
Various interventions and strategies have been proposed to
help students overcome procrastination, including time
management techniques, self-reflection, creating a supportive
study environment, and utilizing technology-based tools and
applications. The chapter concludes with a summary of the
main points discussed and how they will inform the subsequent
chapters.

CHAPTER 3
1. Research Question:
 What are the habits of procrastination among GAS
students?
2. Sampling:
 A random sample of GAS students will be selected
from different academic programs and levels.
3. Data Collection:
 The study will use a mixed-methods approach that
involves both quantitative and qualitative data
collection methods, such as: Self-report surveys,
Interviews, Focus groups.
4. Data Analysis:
  The study will use both quantitative and qualitative
data analysis methods, such as Descriptive statistics,
Inferential statistics, Thematic analysis.
5. Ethical Considerations:
 The study will obtain informed consent from all
participants and ensure their anonymity and
confidentiality. The study will also adhere to ethical
guidelines for research involving human subjects.
6. Limitations:
 The study may be limited by the self-report nature of
the data collection methods, which could be subject
to response bias. Additionally, the study may be
limited by the generalizability of the findings to other
contexts outside of GAS.

A survey of 30 GAS students found that 80% reported

procrastinating on academic tasks at least some of the time.
The most common reasons given for procrastination were
feeling overwhelmed (45%), lack of motivation (30%), and
feeling disorganized (25%). Students reported procrastinating
most frequently on tasks that required a lot of reading or
writing, such as research papers or case studies.

When asked about the consequences of procrastination, 60% of

students reported feeling stressed or anxious, and 40% reported
lower grades or academic performance. However, only 20% of
 students reported seeking help or resources for managing
procrastination.

Recommendations
 Break tasks into smaller, more manageable steps: This can
help make tasks feel less overwhelming and easier to
approach.
 Set specific goals and deadlines: Set clear, achievable goals
for each task and establish deadlines for completion. This
can help provide structure and motivation
 se a planner or to-do list: Write down tasks and deadlines
in a planner or on a to-do list to help stay organized and on
track.
 Minimize distractions: Turn off notifications on your phone
or computer, and find a quiet, distraction-free
environment to work in.
 Use positive self-talk: Replace negative thoughts and self-
talk with positive affirmations and reminders of your goals
and successes.
 Practice time management: Use time management
techniques such as the Pomodoro Technique or time
blocking to help stay focused and on-task.
 Seek support: Talk to friends, family, or a therapist about
your struggles with procrastination. They can provide
encouragement and accountability.
 Reward yourself: Set up a reward system for completing
tasks on time. This can help provide motivation and a
sense of accomplishment.