Professional Documents
Culture Documents
Procrastination
Procrastination
__________________________________
__________________________________
In Partial Fulfillment
of the Requirements for the English 10 Subject
Quantitative Descriptive Research
__________________________________
KAROLYNN M. ARADO
MATTHEW BENEDICT M. ARANAS
SHANE B. CABAGNOT
DEJ L. CAPURAS
CLARABELLE V. DEJANIO
KEVIN EARL P. GAROL
KIEZIAH S. KOHDA
MEGAN JULLIAN L. MANTILLA
VEA ELLESSE C. ORDONEZ
SACHI NATHANIA A. PAYAO
DEREK B. PUNES
ISABELLA ROSE B. SITCHON
RASHEED JEFREY SOROÑO
March 2023
2
ACKNOWLEDGEMENT
The completion of this undertaking would not have been possible without
the efforts of our group members. For the respondents who whole-heartedly
participated in our study. And for all of us who put great time and effort, and the
In addition, the group would also like to express their deep appreciation
and indebtedness, especially to our Research Adviser - Mr. Sherwin T. Tirol, For
DEDICATION
supported us in pursuing our academic goals and have been a constant source
of inspiration and motivation throughout this study. They never doubted us and
always gave us hope when we didn’t know how to handle the problems and
challenges in conducting this study. Without their support and patience, this
And lastly, we dedicate this to our Almighty Father, who always gives us
Table of Contents
PAGE
TITLE PAGE i
ACKNOWLEDGMENT iii
DEDICATION iv
TABLE OF CONTENTS v
ABSTRACT vi
CHAPTER
1 THE PROBLEM AND ITS SCOPE
Rationale 7
Theoretical Background 9-11
Statement of the Problem 12
2 RESEARCH METHODOLOGY
Research Method 13
Research Environment 13
Research Respondents 13-14
Research Instrument 14
Gathering of Data 14
Treatment of Data 14-15
5
Conclusion 45
Recommendations 45
REFERENCES 46
APPENDICES
A. Transmittal Letter 48
B. Research Instrument 49
C. Location Map 50
D. Documentation 51-52
E. Curriculum Vitae 53-57
6
ABSTRACT
determine the root of procrastination, the issues it could lead to, and the possible
solutions that will aid the students affected by its negative impacts. The study is
which were advocated by Gross (1998) and Steel and König (2006), respectively.
This study was conducted in St. Alphonsus Catholic School (Lapu-Lapu City,
Cebu) Inc. and was participated by thirty-eight (38) Grade 10 learners. To carry
out the study, the researchers made use of a Closed-Ended Likert Scale
questionnaire. The researchers collected the data through a survey. Indeed, the
of its most common perceived negative impacts. Finally, students highly agree
that setting specific and manageable goals is the best solution to cope with the
Chapter 1
Rationale
force that prevents you from following through on what you set out to do (James
degree. In addition, it is when students put their given academic tasks on hold as
they tend to either laze around until the set deadline or work on other tasks that
who engage in it. In one survey, for instance, 94% of people indicated that
procrastination has a negative effect on their happiness, and 18% indicated that
this effect is extremely negative. When students were asked how they felt after
(Shatz, 2014). Studies have shown that people who procrastinate experience
more stress than those who do not procrastinate, and their academic
Filipino habit called “Maniana (Mañana) or ‘Mamaya Na’ Habit", when Filipinos
tend to say “Mamaya Na” in the things they see difficult to be done (Menguin,
2010). Another statement dictates that Filipinos have been plagued by the
Mañana habit at one time or another when they heighten how much time they
have to complete a task or lessen how long it takes to complete it. Thich forces
them to work under pressure resulting in half-baked ideas and solutions. This
habit shows our culture’s lack of sense in time which is mostly true, especially for
researchers observe that this issue exists for students in St. Alphonsus Catholic
School, which leads to a lack of productivity which can negatively affect students'
academics.
Hence, this study was conducted to determine the root of the dilemma, the
issues it could lead to, and the possible solutions that will aid the students
assists the students to handle these as effectively as possible. Thus, the study of
Theoretical Background
Temporal Motivation Theory by Piers Steel and Cornelius J. König (2006). Both
the topic questions aiming to determine the causes, perceived negative impacts,
and how to cope with procrastination. The description and explanation of the first
Emotional-Regulation Theory
prioritize their short-term mood over long-term goal success, primarily delaying
unpleasant tasks to postpone the negative sensations that come along with them
jobs that evoke negative emotions and often use procrastination to cope with
these negative emotions. According to this theory, procrastinators are more likely
they often use procrastination to distract themselves from their negative emotions,
including doubts and confusion. Research has shown that procrastinators are
procrastination is to identify the underlying emotions that are motivating it. Then
delaying tasks that seem overwhelming. One of the reasons why people
postpone their work is due to the job seeming monotonous, frustrating, confusing,
rather than working on the task that will grant the person long-term satisfaction.
disjunction when people ignore the potential consequences that their future self
is going to suffer and instead, prioritize their present self by giving in to their
desires and urges that can bring them instant satisfaction. In summary, the
consequences and focus instead on how their present self feels through “mood
repair,” procrastination occurs. Doing so will significantly set back the progress
results, low hopes of meeting goals, a high level of delay before achieving results,
and a high level of sensitivity to the delay of outcomes (Shatz, 2014). Temporal
phone calls, or visitors may also cause one to reassess the expected value of
reaching a goal. These interruptions often break individuals out of a script, take
up time, and cause them to reassess their progress on their deadlines” (p. 210).
inability to balance their current and future selves. When individuals are not able
to effectively balance their current and future selves, they experience a lack of
motivation to complete tasks that will benefit their future selves. This lack of
activities that will benefit their future selves if they cannot manage their current
(Lapu-Lapu City, Cebu) Inc. School Year 2022-2023 as the basis for conducting
Chapter 2
RESEARCH METHODOLOGY
using questions that tackle the causes, perceived negative impacts, and
and the Temporal Motivation Theory by Piers Steel and Cornelius J. König
(2006).
Research Environment
Serna St, Poblacion, Lapu-Lapu City, 6015, Cebu. Particularly, this study is set
to be carried out in the Research Class of Mr. Tirol T. Sherwin in the Grade 10
Accuracy classroom.
Research Respondents
all Grade 7 students of St. Alphonsus Catholic School. Respondents are one
hundred sixty-six (166) in sum, eighty-three (83) of which are male students,
14
eighty-three (83) of which are female students. They are in their junior year of
Research Instruments
questionnaire. This survey was used to scale the responses of the Grade 7
students if the variables truly are causes, negative impacts, and solutions to the
Research Procedure
Statement of the Problem. For the variables of all questions, each member was
Afterward, each statement was merged and revised to make them compact and
Formula, and students were selected from each section to answer the survey.
After collecting all survey sheets, each variable was tallied and totaled.
Each variable was calculated to ensure that they add up to the total number of
respondents, which is 166. If any mistakes were found, the variable would be
would mean that there were forms that were not submitted. Then the students
got the percentages for each totaled response for each variable using the Simple
15
N
Slovin’s Formula: n = 1+N(e2)
n= sample space
N= population
%= percentage
f= frequency
N= total population
100= constant
��
Weighted Mean Formula: �= �
� = weighted mean
Σ= sigma
f= frequency
w= weight
16
Chapter 3
This chapter presents the results and findings of the study. The conclusion
Response F % w fw
Strongly Agree 96 57.83 5 480
Agree 50 30.12 4 200
Undecided 9 5.42 3 27
Strongly Disagree 6 3.61 2 12
Disagree 5 3.01 1 5
n= 166 100 Σfw= 724
Table 1.a Distraction
With a weighted mean of 4.36, it implies that the students strongly agreed
On the question what are the causes of procrastination, 57.83% said SA,
30.12% said A, 5.42% for U, 3.61% for SD ,and 3.01% for D that distraction is
Response F % w fw
Strongly Agree 84 50.60 5 420
Agree 46 27.71 4 184
Undecided 17 10.24 3 51
Disagree 16 9.64 2 32
Strongly Disagree 3 1.8 1 3
n= 166 100 Σfw= 690
Table 1.b Lack of motivation or interest in the task at hand
With the weighted mean of 4.16, it implies that the students strongly
agreed that lack of motivation or interest in the task at hand is one of the causes
of procrastination.
On the question what are the causes of procrastination, 50.60% said SA,
27.71% said A, 10.24% for U, 9.64% for D, and 1.81% for SD that lack of
Response F % w fw
Strongly Agree 74 44.58 5 370
Agree 53 31.93 4 212
Disagree 23 13.86 3 69
Undecided 10 6.02 2 20
Strongly Disagree 6 3.61 1 6
n= 166 100 Σfw= 677
Table 1.c Frequently feel overwhelmed by the number of tasks
With the weighted mean of 4.08, it implies that the students strongly
agreed that frequently feeling overwhelmed by the number of tasks is one of the
causes of procrastination.
On the questions what are the the causes of procrastination, 44.58% said
SA, 31.93% said A, 13.86% for D, 6.02% for U, and 3.61% for SD that frequently
procrastination.
19
Response F % w fw
Agree 69 41.57 5 276
Strongly Agree 63 37.95 4 315
Disagree 24 14.46 3 72
Strongly Disagree 6 3.61 2 12
Undecided 4 2.41 1 4
n= 166 100 Σfw= 679
Table 1.d Have trouble prioritizing tasks
With the weighted mean of 4.09, it implies that the students agreed that
41.57% said A, 37.95% said SA, 14.46% for D, 3.61% for SD, and 2.41% for U
that that having trouble prioritizing tasks is one of the causes of procrastination.
Response F % w fw
Strongly Agree 67 40.36 5 335
20
With the weighted mean of 3.95, it implies that the students strongly
agreed that waiting until the last minute to complete tasks is one of the causes of
procrastination.
40.36% said SA, 31.93% said A, 15.66% for D, 6.63% for SD, and 5.42% for U
that waiting until the last minute to complete tasks is one of the causes of
procrastination.
Response F % w fw
Strongly Agree 66 39.76 5 330
21
agreed that often delaying in starting tasks is one of the causes of procrastination.
39.76% said SA, 36.75% said A, 13.25% for D, 6.02% for U, and 4.22% for SD
Response F % w fw
Strongly Agree 81 48.80 5 405
Agree 59 35.54 4 236
22
Disagree 10 6.02 3 30
Strongly Disagree 8 4.82 2 16
Undecided 8 4.82 1 8
n= 166 100 Σfw= 695
Table 1.g Often feel anxious or stressed
With the weighted mean of 4.19, it implies that the students strongly
procrastination.
48.80% said SA, 35.54% said A, 6.02% for D, 4.82% for SD, and 4.82% for U
Response F % w fw
Strongly Agree 78 46.99 5 390
Agree 45 27.11 4 180
Disagree 17 10.24 3 51
23
Undecided 15 9.04 2 30
Strongly Disagree 11 6.63 1 11
n= 166 100 Σfw= 662
Table 1.h More productive when I work with a deadline approaching
With the weighted mean of 3.99, it implies that the students strongly
agreed that being more productive when they work with a deadline approaching
46.99% said SA, 27.11% said A, 10.24% for D, 9.04% for U, and 6.63% for SD
that being more productive when they work with a deadline approaching is one of
Response F % w fw
Strongly Agree 45 27.11 5 225
Agree 37 22.29 4 148
Disagree 34 20.48 3 102
24
Undecided 31 18.67 2 62
Strongly Disagree 19 11.45 1 19
n= 166 100 Σfw= 556
Table 1.i Perfectionism
With the weighted mean of 3.35, it implies that the students strongly
27.11% said SA, 22.29% said A, 20.48% for D, 18.67% for U, and 11.45% for SD
Response F % w fw
Strongly Agree 100 60.24 5 500
Agree 44 26.51 4 176
Disagree 11 6.63 3 33
25
Undecided 6 3.61 2 12
Strongly Disagree 5 3.01 1 5
n= 166 100 Σfw= 726
Table 2.a Missed deadlines
With the weighted mean of 4.37, it implies that the students strongly
procrastination.
procrastination, 60.24% said SA, 26.51% said A, 6.63% for D, 3.61% for U, and
3.01% for SD that missed deadlines is one of the perceived negative impacts of
procrastination.
Response F % w fw
Strongly Agree 101 60.84 5 505
Agree 44 26.51 4 176
Disagree 9 5.42 3 27
Undecided 7 4.22 2 14
26
With the weighted mean of 4.38, it implies that the students strongly
agreed that increased stress level is one of the perceived negative impacts of
procrastination.
procrastination, 60.84% said SA, 26.51% said A, 5.42% for D, 4.22% for U, and
3.01% for SD that increased stress level is one of the perceived negative impacts
of procrastination.
Response F % w fw
Strongly Agree 88 53.01 5 440
Agree 53 31.93 4 212
Disagree 9 5.42 3 27
Strongly Disagree 9 5.42 2 18
27
Undecided 7 4.22 1 7
n= 166 100 Σfw= 704
Table 2.c. Lower grades or academic performance
With the weighted mean of 4.24, it implies that the students strongly
procrastination, 53.01% said SA, 31.93% said A, 5.42% for both D and SD, and
4.22% for U that lower grades or academic performance is one of the perceived
Response F % w fw
Strongly Agree 74 44.58 5 370
Agree 53 31.93 4 212
Disagree 20 12.05 3 60
28
Undecided 12 7.23 2 24
Strongly Disagree 7 4.22 1 7
n= 166 100 Σfw= 673
Table 2.d Poor work performance or productivity
With the weighted mean of 4.05, it implies that the students strongly
procrastination, 44.58% said SA, 31.93% said A, 12.05 for D, 7.23% for U, and
4.22% for SD that poor work performance or productivity is one of the perceived
Response F % w fw
Strongly Agree 51 30.72 5 255
Agree 51 30.72 4 204
Disagree 36 21.69 3 108
29
Undecided 17 10.24 2 34
Strongly Disagree 11 6.63 1 11
n= 166 100 Σfw= 612
Table 2.e Negative impact on personal relationships
With the weighted mean of 3.69, it implies that the students strongly
procrastination, 30.72% said both SA and A, 21.69% for D, 10.24% for U, and
Response F % w fw
Strongly Agree 82 49.40 5 410
Agree 49 29.52 4 196
Disagree 16 9.64 3 48
30
Undecided 12 7.23 2 24
Strongly Disagree 7 4.22 1 7
n= 166 100 Σfw= 685
Table 2.f Cramming of activities
With the weighted mean of 4.13, it implies that the students strongly
procrastination.
procrastination, 49.40% said SA, 29.52% said A, 9.64% for D, 7.23% for U, and
4.22% for SD that cramming of activities is one of the perceived negative impacts
of procrastination.
Response F % w fw
Strongly Agree 64 38.55 5 320
Agree 51 30.72 4 204
Disagree 26 15.66 3 78
31
Undecided 15 9.04 2 30
Strongly Disagree 10 6.02 1 10
n= 166 100 Σfw= 642
Table 2.g Depression and anxiety
With the weighted mean of 3.87, it implies that the students strongly
agreed that depression and anxiety is one of the perceived negative impacts of
procrastination.
procrastination, 38.55% said SA, 30.72% said A, 15.66% for D, 9.04% for U, and
6.02% for SD that depression and anxiety is one of the perceived negative
impacts of procrastination.
Response F % w fw
Strongly Agree 73 43.98 5 365
Agree 43 25.90 4 172
Disagree 23 13.86 3 69
32
Undecided 19 11.4 2 38
Strongly Disagree 8 4.82 1 8
n= 166 100 Σfw= 652
Table 2.h Low self-esteem/confidence
With the weighted mean of 3.93, it implies that the students strongly
of procrastination.
procrastination, 43.98% said SA, 25.90% said A, 13.86% for D, 11.45% for U,
impacts of procrastination.
Response F % w fw
Strongly Agree 83 50 5 415
Agree 47 28.31 4 188
33
Disagree 21 12.65 3 63
Strongly Disagree 9 5.42 2 18
Undecided 6 3.61 1 6
n= 166 100 Σfw= 690
Table 2.i Higher levels of frustration and regret(s)
With the weighted mean of 4.16, it implies that the students strongly
agreed that higher levels of frustration and regret/s is one of the perceived
procrastination, 50% said SA, 28.31% said A, 12.65% for D, 5.42% for SD, and
3.61% for U that higher levels of frustration and regret/s is one of the perceived
Response F % w fw
Strongly Agree 60 36.14 5 300
Agree 43 25.90 4 172
34
Disagree 28 16.87 3 84
Strongly Disagree 18 10.84 2 36
Undecided 17 10.24 1 17
n= 166 100 Σfw= 609
Table 2.j Waste of time
With the weighted mean of 3.67, it implies that the students strongly
procrastination.
procrastination, 36.14% said SA, 25.90% said A, 16.87 for D, 10.84% for SD,
and 10.24 for U that waste of time is one of the perceived negative impacts of
procrastination.
Response F % w fw
Strongly Agree 110 66.27 5 550
Agree 42 25.30 4 168
35
Disagree 8 4.82 3 24
Undecided 4 2.41 2 8
Strongly Disagree 2 1.20 1 2
n= 166 100 Σfw= 752
Table 3.a Set specific and manageable goals
With the weighted mean of 4.53, it implies that the students strongly
agreed that setting a specific and manageable goals is one of the solutions to the
On the questions what are the solutions to the perceived negative impacts
of procrastination, 66.27% said SA, 25.30% said A, 4.82% for D, 2.41% for SD,
and 1.21% for U that setting a specific and manageable goals is one of the
Response F % w fw
Strongly Agree 90 54.22 5 450
36
With the weighted mean of 4.34, it implies that the students strongly
agreed that eliminating temptations and distractions is one of the solutions to the
impacts of procrastination, 54.22% said SA, 34.34% said A, 5.42% for D, 3.61%
for U, and 2.41% for SD that eliminating temptations and distractions is one of
Response F % w fw
37
With the weighted mean of 4.23, it implies that the students strongly
agreed that setting deadlines is one of the solutions to the perceived negative
impacts of procrastination.
impacts of procrastination, 47.59% said SA, 37.95% said A, 6.63% for U, 6.02%
for D, and 1.81% for SD that setting deadlines is one of the solutions to the
Response F % w fw
38
With the weighted mean of 4.43, it implies that the students strongly
agreed that improving your lifestyle and habits is one of the solutions to the
On the questions what are the solutions to the perceived negative impacts
of procrastination, 55.42% said SA, 36.14% said A, 4.22% for D, 4.22% for U,
and 0% for SD that improving your lifestyle and habits is one of the solutions to
Response F % w fw
Strongly Agree 90 54.22 5 450
Agree 53 31.93 4 212
Disagree 10 6.02 3 30
Undecided 7 4.22 2 14
Strongly Disagree 6 3.61 1 6
n= 166 100 Σfw= 712
Table 3.e Use a to-do list
With the weighted mean of 4.29, it implies that the students strongly
agreed that using a to-do list is one of the solutions to the perceived negative
impacts of procrastination.
impacts of procrastination, 54.22% said SA, 31.93% said A, 6.02% for D, 4.22%
for U, and 3.61% for SD that using a to-do list is one of the solutions to the
Response F % w fw
Strongly Agree 106 63.86 5 530
Agree 43 25.90 4 172
Disagree 6 3.61 3 18
Undecided 6 3.61 2 12
Strongly Disagree 5 3.01 1 5
n= 166 100 Σfw= 737
Table 3.f Prioritize tasks
With the weighted mean of 4.44, it implies that the students strongly
agreed that prioritizing tasks is one of the solutions to the perceived negative
impacts of procrastination.
impacts of procrastination, 6.86% said SA, 25.90% said A, 3.61% for D, 3.61%
for U, and 3.01% for SD that prioritizing tasks is one of the solutions to the
Response F % w fw
Strongly Agree 95 57.23 5 475
Agree 60 36.14 4 240
Undecided 6 3.61 3 18
Disagree 4 2.41 2 8
Strongly Disagree 1 0.60 1 1
n= 166 100 Σfw= 742
Table 3.g Set reminders
With the weighted mean of 4.47, it implies that the students strongly
agreed that setting reminders is one of the solutions to the perceived negative
impacts of procrastination.
impacts of procrastination, 57.23% said SA, 36.14% said A, 3.61% for U, 2.41%
for D, and 0.60% for SD that setting reminders is one of the solutions to the
Response F % w fw
Strongly Agree 99 59.64 5 495
Agree 45 27.11 4 180
Disagree 10 6.02 3 30
Undecided 10 6.02 2 20
Strongly Disagree 2 1.20 1 2
n= 166 100 Σfw= 727
Table 3.h Immediately complete small tasks
With the weighted mean of 4.38, it implies that the students strongly
agreed that immediately completing small tasks is one of the solutions to the
impacts of procrastination, 59.64% said SA, 27.11% said A, 6.02% for both D
and U, and 1.20% for SD that immediately completing small tasks is one of the
Response F % w fw
Strongly Agree 69 41.57 5 345
Agree 69 41.57 4 276
Undecided 14 8.43 3 42
Disagree 8 4.82 2 16
Strongly Disagree 6 3.61 1 6
n= 166 100 Σfw= 685
Table 3.i Improve your emotion regulation
43
With the weighted mean of 4.13, it implies that the students strongly
agreed that improving your emotion regulation is one of the solutions to the
impacts of procrastination, 41.47 said both SA and S, 8.43% said U, 4.82% for D,
and 3.61% for SD that improving your emotion regulation is one of the solutions
Response F % w fw
Strongly Agree 83 50 5 415
Agree 56 33.73 4 224
Undecided 13 7.83 3 39
Disagree 7 4.22 2 14
Strongly Disagree 7 4.22 1 7
n= 166 100 Σfw= 699
Table 3.j Establish consistent routines
44
With the weighted mean of 4.21, it implies that the students strongly
impacts of procrastination, 50% said SA, 33.73% said A, 7.83% for U, and 4.22%
for both D and SD that establishing consistent routines is one of the solutions to
Conclusion
increased stress levels is one of its most common perceived negative impacts.
Finally, students highly agree that setting specific and manageable goals is the
Recommendations
45
1. Task organization
The goal of task organization is for students to manage their work orderly.
addition, it helps students perform these tasks more effectively, thus reducing the
2. Pomodoro Technique
Francesco Cirillo in the late 1980s. This can help students stay focused
and productive by breaking down work into manageable chunks and providing
regular breaks to prevent burnout. It also helps estimate the amount of time
required to complete a task and to track the progress throughout the day.
REFERENCES
Menguin, J. (2023, January 12). The Mañana Habit, Its Bad Effects, & 5 Ways to
Fix It. Retrieved from Jef Menguin. https://jefmenguin.com/manana-habit/
StudyMode. (2018, June 30). Eighty-seven percent of high school and college
students are self-proclaimed procrastinators.Retreived from
https://www.prnewswire.com/news-releases/eighty-seven-percent-of-high-
school-and-college-students-are-self-proclaimed-procrastinators-
260750441.html
47
APPENDICES
Appendix A
Transmittal Letter
48
Appendix B
Research Instrument
49
Appendix C
Location Map
50
Appendix D
Documentation
51
52
Appendix E
Curriculum Vitae
53
Age: 15
Birthday: June 8, 2007
Address: Looc Salvacion LLC
Contact Number:092041487890
Email Address: cabagnotshanekimberlybaguio@gmail.com
Name of Parent/ Guardian: Randolf M. Cabagnot