Professional Documents
Culture Documents
Research Report Sample
Research Report Sample
Research Report Sample
English 10
[Name of Member]
[Name of Member]
[Name of Member]
[Name of Member]
[Name of Member]
[Name of Member]
Submitted to:
Ms. Samantha Chrychelle O. Remo
INTRODUCTION …………………………………………………………………….……..1
METHODOLOGY…………………………………………………………………….……..2
CONCLUSION………………………………………………………………………...…….4
II
INTRODUCTION
among students, poses challenges in academic performance and daily routines. Studies reveal an
alarming increase in procrastination rates over time, with high school students being particularly
progress, stems from various factors including lack of self-regulation, study skills, motivation, and
social influences. Understanding these factors equips stakeholders, including students, educators,
and parents, with insights to address procrastination effectively. Delving deeper into the causes,
particularly among Grade 11 students, and exploring strategies to combat procrastination will be
This report investigates the factors contributing to academic procrastination among Grade
11 students at St. Francis High School. It aims to identify the primary cause of procrastination by
examining these factors and proposes strategies to mitigate its occurrence. The research was
conducted since this topic is prevalent and students, like the researchers, are also affected by
academic procrastination, thus they desire to assist in preventing such problems in order to foster
academic success.
Specifically, the report explores the primary factors contributing to students' academic
procrastination among self-regulation, study skills, motivation, and social factors. Hence, this
report provides insights on the following key variables: procrastination tendencies of the
respondents, main cause of procrastination among the identified factors, and possible actions to
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METHODOLOGY
The research utilized the quantitative research approach specifically employing descriptive
research design. This design focuses on numbers and statistics which allowed the researchers to
systematically measure variables and identify patterns, making it suitable for identifying the most
dominant type of procrastinator and the main cause of the problem among the included factors. A
total of 105 students were selected from the Grade 11 students of St. Francis High School to be the
respondents. Each was given questionnaires which made use of the Likert Scale, allowing them to
answer the questions objectively. The data gathered was then analyzed through the use of the
frequency distribution and percentage and percentage, weighted arithmetic mean, and average
In order to determine the factors affecting academic procrastination, the following date
2
Table 1. Self-regulation as One of the Factors Causing Academic Procrastination
Within the Respondents
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Table 1 presents the data gathered regarding self-regulation as a factor causing academic
procrastination. Notably, statement number 2, 3, and 4 received the highest weighted arithmetic
mean indicating that majority of the respondents strongly agree that feeling overwhelmed by
planning schoolwork, distant deadlines, and distractions are the most influential factors under Self-
regulation. Overall, an Average Weighted Arithmetic Mean of 3.01 was obtained. This result
CONCLUSION
categorized as severe procrastinators and few as mild/occasional procrastinators. As for the factors
which contributed to this, it is revealed that while all factors—self-regulation, study skills,
emerges as the primary underlying cause, followed by study skills and social factors. Nonetheless,
despite motivation ranking lower in influence compared to other factors, it still plays a partial role
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