ABSTRACT

This quantitative study investigates procrastination’s impact on Grade 11 students’

academic performance at San Pablo National High School during the 2023-2024 academic year’s

first semester. Employing a correlational research design, it examines the relationship between

procrastination behaviors, time management skills, and academic performance. A purposive

sample of 126 respondents was selected through stratified random sampling across different

academic tracks. Results reveal that procrastination significantly affects academic performance,

with frequent procrastination associated with lower achievement levels. Additionally, a notable

correlation between effective time management skills and academic success is identified,

indicating that stronger time management abilities lead to better academic outcomes.

Recommendations include interventions aimed at enhancing time management skills among

students, such as workshops and teacher training programs. Collaboration between educational

institutions and employers is proposed to bridge the gap between academic learning and real-

world applications, preparing students for both academic and professional success. This research

contributes to the literature by providing insights into the complex interplay between

procrastination, time management, and academic performance among high school students.

Addressing these issues can help create a more conducive learning environment for academic

success and better prepare students for future challenges in both academic and professional

domains.