The Qualitative Investigation of

Procrastination's Influence on Grade 11 Students' Academic Performance at Palo

National High School

A Research Paper
Presented to the Faculty of
Palo National High School
Cavite West Palo, Leyte

Mark Justine Saldaña

Gwyneth Pearl Fabi
Charlotte Margallo
Cherry Mae Potestad
Angel Rose Potazo
Sheena Mae Quilbio
 Table of contents

Chapter I
INTRODUCTION
Background of the Study
Problem Statement
Purpose Statement
Research Question / Theoretical Framework
Scope and Limitations
Significance of the study

Chapter II
REVIEW OF RELATED LITERATURE

Chapter III
METHODOLOGY
Research Design
Research Setting
Sample
Research Participant
Data Collection Procedures
Data Analysis Procedures

REFERENCES
 Chapter I
INTRODUCION

Background of the Study

Procrastination, a ubiquitous aspect of human behavior, has garnered attention

globally, nationally, and locally, particularly within academic settings. Defined by Cherry (2020)
as the postponement of tasks until the last minute or past deadlines, this phenomenon has been
explored across cultures and time periods. Ancient Greek philosophers, including Socrates and
Aristotle, identified this behavior as 'Akrasia', reflecting the tendency to act against one's better
judgment. Globally, studies indicate a widespread prevalence of procrastination among high
school and college students. Steel (2007, as cited in Blankenship and Jones, 2020) estimates that
80-95% of college students engage in procrastination behaviors. Similarly, a global survey
reported by CISION PR Newswire (2014) revealed that 87% of high school and college students
admit to procrastinating, with 45% acknowledging its negative impact on academic performance.
At the national level, the Philippines is no exception to the phenomenon of academic
procrastination. Research by Estrito and Victor (2019) highlights Filipino youth's perception of
procrastination as an escape mechanism from academic responsibilities, leading to academic
failure. Additionally, Nartea et al. (2020) found moderate to high levels of procrastination among
college students in various academic tasks, emphasizing its detrimental effects on academic
achievement. Locally, within the context of Grade 11 ABM students at Palo National High
School, informal observations suggest that academic procrastination is prevalent among students.
Researchers have noted procrastination tendencies among themselves and their peers, indicating
a phenomenon that extends beyond mere statistical figures. This local observation underscores
the need for a deeper exploration of procrastination behaviors and their implications for
academic performance within this specific academic community. Against this backdrop, this
qualitative study aims to delve into the procrastination levels among Grade 11 ABM students at
Palo National High School. By examining the nuanced nature of procrastination within this
specific academic context, the research seeks to uncover its implications for academic
performance. Through interviews, observations, and document analysis, this study aims to
provide rich insights into the procrastination behaviors among ABM students, offering a deeper
understanding of its impact on academic pursuits at the local level.
Problem Statement

The study will aim to determine the level of procrastination among Grade 11
ABM students at Palo National High School and investigate the relationship between the
students' level of academic procrastination and their academic performance. Specifically, the
study will: - Determine the level of procrastination among Grade 11 ABM students at Palo
National High School, grouped according to gender. - Examine the difference between the
procrastination levels of male and female students and their academic performance. - Explore the
relationship between students' procrastination levels and their academic performance, segmented
by gender. Through qualitative methods, such as interviews and observations, the study will
delve into the procrastination behaviors, perceptions, and experiences of Grade 11 ABM students
at Palo National High School. By examining these factors, the research will provide insights into
how procrastination influences academic performance in this specific educational context.
Additionally, the study will explore potential differences in procrastination tendencies and
academic outcomes among students of different genders contributing to a deeper understanding
of the complex interplay between procrastination and academic success.
Purpose Statement

This qualitative study at Palo National High School aims to find out how
procrastination affects the academic performance of grade 11 ABM (Accountancy, Business, and
Management) students. Through investigating the procrastination practices, attitudes, and
encounters of students in the ABM track, this study attempts to offer a more comprehensive
knowledge of how procrastination affects academic performance in this particular learning
environment. The study intends to investigate any possible effects on Grade 11 ABM students'
academic performance as well as the underlying causes of procrastination among them using in-
depth interviews and theme analysis. In the end, the research findings are intended to direct
targeted interventions and support networks that lessen the negative consequences of
procrastination and enhance the academic achievement of ABM students at Palo National High
School.
Research Question

•What are the underlying reasons for students procrastinating on academic tasks?
•Are there any differences in procrastination tendencies among different demographic groups
(e.g., age, gender, academic major?
•How do procrastination habits influence long-term academic success and career prospects?
•Can interventions or strategies be effective in reducing procrastination and improving academic
performance?
•What role does self-regulation play in combating procrastination among students?
•Are there any positive aspects or benefits associated with procrastination in certain contexts?

Theoretical Framework

In this research, the theoretical framework will guide our understanding of the
complex relationship between procrastination and academic performance among Grade 11 ABM
students at Palo National High School. We will draw upon Bandura's Social Cognitive Theory,
which posits that individuals learn from observing others and their own experiences, and that
self-efficacy plays a crucial role in shaping behavior. In the context of procrastination, students'
beliefs about their ability to manage tasks and overcome challenges will influence their
propensity to delay academic work. Furthermore, we will integrate the Temporal Motivation
Theory, which suggests that individuals weigh the immediate pleasure of procrastination against
the future consequences of delay. By considering both the perceived value of completing tasks
and the perceived delay cost, we can gain insights into the decision-making processes underlying
procrastination behaviors among students. Additionally, we will incorporate the Self-Regulation
Theory, emphasizing the role of self-regulatory processes such as goal-setting, planning, and
monitoring in managing procrastination tendencies. Understanding how students regulate their
academic behaviors and navigate competing demands will illuminate strategies for promoting
effective self-management and task completion. By integrating these theoretical perspectives, we
aim to develop a comprehensive framework for understanding and addressing procrastination
within the academic context, informing targeted interventions to support student success.
Scope and Limitations

Scope and Limitations of Procrastination's Influence on Grade 11 ABM Students at Palo

National High School
Scope:
The influence of procrastination on Grade 11 ABM students at Palo National High School
encompasses specific aspects that impact academic performance in this particular setting:
1. Academic Achievement: Procrastination can affect students' grades, study habits, and overall
academic performance in subjects related to Accountancy, Business, and Management (ABM) at
Grade 11 level.
2. Time Management: Procrastination can hinder students' ability to manage their time
effectively, leading to delayed submissions, rushed work, and incomplete assignments in the
ABM curriculum.
3. Study Motivation: Procrastination may impact students' motivation to engage with ABM
subjects, affecting their interest, participation in class activities, and overall learning outcomes.
4. Peer Influence: The social dynamics at Palo National High School can play a role in
procrastination habits among Grade 11 ABM students, influencing each other's study behaviors
and productivity levels.
Limitations:
When considering the influence of procrastination on Grade 11 ABM students at Palo National
High School, certain limitations should be acknowledged:
1. Sample Size: The study's scope may be limited by the number of Grade 11 ABM students at
Palo National High School available for research, which could impact the generalizability of
findings. 2. Contextual Factors: External factors specific to Palo National High School, such as
teaching methods, school culture, and support systems, may influence students' procrastination
behaviors differently compared to other schools.
3. Data Collection Challenges: Gathering accurate data on students' procrastination habits and
academic performance may be challenging due to factors like self-reporting bias, confidentiality
concerns, and access to comprehensive academic records.
4. Time Constraints: Conducting a thorough study on procrastination's impact on Grade 11 ABM
students at Palo National High School may be limited by time constraints, affecting the depth
and breadth of research findings.
Significance of the Study

This qualitative study holds significance for various stakeholders, providing

valuable insights into the relationship between academic procrastination and academic
performance among Grade 11 ABM students at Palo National High School. The implications of
the study are outlined as follows:
Students:
The findings offer students relevant insights into how procrastination may impact their
academic performance. By reflecting on the study's results, students can gain awareness of their
procrastination tendencies and explore strategies to enhance their academic achievement. The
study empowers students to develop effective study habits and strike a balance between
procrastination and task completion, ultimately fostering academic success.
Parents:
As guardians of the students, parents benefit from understanding how their children's
procrastination habits correlate with their academic performance. Armed with this knowledge,
parents can provide guidance and support to help their children navigate procrastination
challenges and excel academically. The study encourages parents to motivate and support their
children, creating a conducive environment for academic growth and success.
Teachers:
Educators play a pivotal role in shaping students' academic journey. The study equips
teachers with crucial insights into the relationship between students' procrastination levels and
academic performance. This knowledge informs instructional planning, teaching methodologies,
and curriculum design tailored to address students' needs effectively. Overall, the study
empowers teachers to foster student success by understanding and accommodating
procrastination tendencies in the learning process.
Educational Agencies:
Educational agencies strive to deliver high-quality education aligned with learners' needs.
The study's findings provide vital information to educational policymakers for crafting programs
and policies that address procrastination's impact on academic performance. By understanding
the correlation between procrastination and academic achievement, educational agencies can
implement interventions to enhance student outcomes and elevate the quality of education
nationwide.
Future Researchers:
The study serves as a valuable resource for future researchers exploring the intersection
of academic procrastination and academic performance. Building upon this study's findings,
future researchers can conduct more extensive investigations to deepen understanding and
generate new knowledge in the field. The study paves the way for ongoing inquiry and
scholarship, driving continuous improvement in educational practices and student outcomes.
In conclusion, this qualitative study contributes to enhancing awareness, guiding
interventions, and fostering academic success among Grade 11 ABM students at Palo National
High School and beyond. Its significance extends to students, parents, teachers, educational
agencies, and future researchers, facilitating informed decision-making and continuous
improvement in educational practices and outcomes.
 Chapter II

REVIEW OF RELATED LITERATURE

The existing literatures on the subject and the studies conducted that are relevant to the
present study were keenly read and evaluated in order to gain insights into the conceptualization
of the research study. This chapter includes a review of related literature.

Procrastination, as defined by Cherry (2020), refers to the act of deferring or delaying a task
until the last minute or even after the deadline. Academic procrastination is a prominent and
popular form of procrastination in the field of education, and it has recently become a
widespread phenomenon among the present generation, particularly among college students.
Also, academic procrastination is the intentional postponing of educational responsibilities such
as projects and tasks, resulting in late submissions and limited study time. As Bashir and Gupta
(2018) point out, this behavior can have serious consequences. Late submissions and little study
time may result in poor learning outcomes and poor academic achievement.

A study conducted by Nartea et al. (2020) found that a significant percentage of their
respondents reported moderate to high levels of procrastination, emphasizing the prevalence of
this habit among students. This widespread challenge has been linked to a variety of negative
effects on procrastinators, as mentioned in an article titled "Procrastination Dangers: The
Negative Effects of Procrastination." These effects include psychological distress and
compromise academic performance, highlighting the negative impact of procrastination on
students' well-being and educational achievements. However, it is worth noting that
procrastination can also have positive effects, as discussed by Rajapakshe (2021). Some
individuals, particularly students, may experience what is known as "Active Academic
Procrastination." In this context, when students are overwhelmed with tasks, they may gain
encouragement and motivation to work efficiently and effectively. This positive form of
procrastination can lead to enhanced productivity and outcomes.

In general, academic procrastination is a complicated issue with both beneficial and

negative consequences for students. Although it can have negative implications such as
psychological distress and poor academic achievement, other people may benefit from improved
motivation and efficiency. Students must understand and address their procrastination tendencies
in order to limit the negative consequences and capitalize on the potential positive aspects of
their conduct.

Relationship between Academic Procrastination and Academic Performance

Academic procrastination has been consistently linked to lower academic achievement and
poor academic performance, as supported by the Social Cognitive Theory proposed by Bandura
(1986), as cited in Jackson (2012). According to the study conducted by Jones and Blankenship
(2021), students who prioritize working on their assignments and submit them on or before the
deadline tend to produce higher-quality work than those who procrastinate and submit their
assignments after the deadline, according to study done by Jones and Blankenship (2021). This
result implies that completing tasks on time helps students to devote enough time for a thorough
investigation, thoughtful analysis, and excellent presentation of their work, leading to higher-
quality results. Furthermore, the researchers discovered that students who frequently turn in late
assignments are more likely to obtain lower grades, and possibly fail. This observation
underscores the adverse impact that academic procrastination has on students' academic
achievement. Late submissions often indicate a lack of time management skills, insufficient
preparation, and a hurried approach to completing tasks, all of which could compromise the
quality of the work.

Academic procrastination has severe implications that go beyond grades. It can also have an
impact on other aspects of a student's academic life. Procrastination can create a vicious circle of
increasing stress, missed learning opportunities, and less participation in class discussions and
activities. It might also reduce students' selfconfidence and self-efficacy as they may perceive
themselves as poor performers or individuals who struggle to satisfy academic expectations.

While the correlation between academic procrastination and bad academic performance is
well-established, it is crucial to stress that the relationship is not solely influenced by
procrastination. Additional factors that influence academic achievement include study habits,
motivation, self-regulation, and external support systems. However, addressing and managing
procrastination tendencies can considerably contribute to improving overall academic
achievement.
 Academic procrastination has been constantly associated to lower academic achievement
and poor academic performance. Students who prioritize timely assignment completion produce
high-quality work and are more likely to obtain higher grades. However, those who consistently
submit late assignments often encounter negative consequences such as lower grades or failing.
Recognizing the impact of procrastination on academic outcomes, as well as adopting techniques
to manage and overcome the habit, is critical for students who want to maximize their potential
and achieve academic success.

According to Solomon and Rothblum's study, as mentioned in Mahasne et al. (2016), a

large number of undergraduate participants indulged in academic procrastination across various
assignments. The study found that 46% of participants procrastinated when it came to writing
term papers. Furthermore, 27.6% of the respondents procrastinated while studying for tests, and
30.1% procrastinated when it was time for reading weekly assignments. These findings show the
prevalence of procrastination among undergraduate students and give light on the individual
chores that are commonly postponed. Similarly, Onwuegbuzie (cited in Mahasne et al., 2016)
also found high levels of academic procrastination among graduate students across three
important activities. In accordance with the survey, 41.7% of graduate students procrastinate on
writing term papers, 39.3% postpone on studying for examinations, and a significant 60.0%
procrastinate on reading weekly assignments. These findings suggest that academic
procrastination affects graduate students as well as undergraduates, thereby showing the
persistence of this behavior throughout academic levels.

Such research findings highlight the widespread nature of academic procrastination across a
variety of academic tasks and levels of education. Procrastination is noticed not only in term
paper writing but also in exam preparation and weekly assignment completion, demonstrating
the vast range of activities that might be subject to procrastination. The high prevalence of
academic procrastination in this research shows that interventions and techniques to address this
issue among students are needed. Educators and academic institutions can provide students with
resources and support to help them overcome their procrastinating behaviors. Teaching efficient
time management strategies, advising on task prioritization, conducting study skills workshops,
and building an environment that supports proactive and organized work habits are all examples
of this.
 By understanding the specific tasks and contexts in which procrastination tends to occur,
educators and students can work collaboratively to develop personalized strategies to combat
procrastination and promote productivity. These efforts may ultimately contribute to higher
academic achievement, lower stress levels, and better overall learning experiences for students at
both the undergraduate and graduate levels.

Bashir and Gupta (2018) and Akpur (2020) studies both shows a negative correlation
between academic procrastination and academic achievement. According to their research,
students who procrastinate frequently score worse academically than those who do not
procrastinate as much. This shows that students’ capacity to perform well academically is
hindered by procrastination. Ayala et al. (n.d.) conducted a study that looked precisely at the
influence of academic procrastination on student performance and the factors that contribute to
it. The results of this research support the assumption that academic procrastination has a
negative impact on student achievement in school. According to the study, procrastination has a
negative impact on student's academic performance, potentially leading to lower grades or
overall poor performance in their academic endeavors.

The study conducted by Lakshminarayan et al. (2013) investigated the association between
procrastination and performance and discovered a significant negative correlation. In their study,
researchers discovered that people with greater levels of procrastination experienced poorer
academic achievement. Additionally, the study found that students with above-average academic
achievement had reduced levels of procrastination. These individuals looked to have good time
management abilities as well as a proactive approach to their academic duties, which resulted in
improved performance outcomes. Students with higher degrees of procrastination, on the other
hand, had lowerthan-average academic achievement. This shows that their tendency to postpone
or delay tasks may have hindered their capacity to achieve academic requirements and perform
successfully. Hence, this study contributes to our understanding of how procrastination can
impact academic performance, emphasizing the significance of proactive approaches to time
management and task completion in order to achieve optimal educational outcomes. Ibrahim et
al. (2021) conducted a study that supports previous results by emphasizing the negative influence
of procrastination on student academic performance. They discovered that first-year students
who exhibit higher levels of procrastination, which is associated with lower academic
performance and, as a result, lower grades.

A study by Kuftyak (2021) revealed that students who perform poorly in school are more
likely to procrastinate on schoolwork and struggle with decision-making. This shows that
underlying problems may be contributing to both poor academic performance and a greater
tendency to postpone. Students that perform well in class, on the other hand, are more productive
and capable of managing their time effectively. This suggests that good time management,
productivity, and academic performance are all interconnected. Joubert's (2015) paper adds to the
evidence that there is a detrimental association between academic procrastination and
performance in school. Academic performance decreased significantly when academic
procrastination levels increased, according to the findings. This shows that when learners
procrastinate more, their academic performance suffers. As a result, there is a certain connection
between academic procrastination and poor academic performance. The findings from Kuftyak
(2021) and Joubert (2015) suggest that academic procrastination can have detrimental effects on
student’s ability to perform well academically. It can hinder their productivity, time management
skills, and decisionmaking abilities, ultimately leading to poorer academic outcomes. On the
contrary with the abovementioned studies, the study conducted by Janssen (2015) examined the
relationship between academic procrastination and academic achievement, specifically focusing
on overall GPA (Grade Point Average), among high school and undergraduate college students.
Surprisingly, the results of the study indicated that there was no significant relationship between
academic procrastination and academic achievement for either group.

Taken together, these studies emphasize the negative impact of academic procrastination on
academic achievement. Students who struggle with procrastination may find it challenging to
effectively manage their time, complete tasks in a timely manner, and make sound decisions,
which can hinder their overall academic performance. Conversely, students who are able to
overcome procrastination tendencies and effectively manage their time are more likely to
perform well academically. However, there are also some studies which reveals that academic
procrastination is not correlated with academic performance.

Sex Differences: Academic Procrastination and Academic Performance

 The relationship between academic procrastination and sex is not consistent, as male and
female students exhibit different behaviors and thought processes. Several studies have explored
this relationship and have found varying results. Bashir and Gupta (2018) discovered that gender
plays a role in academic procrastination and academic performance, with females tending to
procrastinate more than males. However, the same study also revealed that females generally
excel in academic performance compared to males.

Contrasting research findings have been reported by other studies. Brownlow and Reasinger
(2000), Prohaska et al. (2000), Reasinger and Brownlee (1966), and Ozer and Sackes (2010) as
cited in Joubert 2015) found that females procrastinate less than males. This is further supported
by Balkis and Duru's (2017) research titled "Gender differences in the relationship between
academic procrastination, satisfaction with academic life, and academic performance." Their
study found that female students have lower levels of academic procrastination and higher levels
of academic performance and satisfaction with academic life compared to male students. These
claims are also supported by the study of Zarrin et al., (2020)

Additional studies, such as Zarick and Stonebraker (2009, as cited in Joubert 2015) and
Beutel et al. (2016), suggest that males are more likely to submit assignments or requirements
late due to procrastination, as females generally exhibit greater selfcontrol. Balkis and Duru
(2017) also found that male students with a high level of academic procrastination tend to have
poor academic performance.

On the other hand, Haycock, McCarthy, and Skay (1998), and Paludi and Frankell-Hauser
(1986, as cited in Joubert 2015) argue that females are more prone to procrastination than males
due to higher levels of anxiety, which can negatively affect their productivity. These findings
suggest that there are differences between males and females when it comes to academic
procrastination and academic performance. These conclusions align with a recent study
conducted by Stafford (2022), which found that females are significantly more likely to
procrastinate than males.

While there have been studies suggesting that one sex has a higher tendency to procrastinate
than the other, it is important to consider the research conducted by Gohil (2014), which
provides a different perspective. Gohil's study indicates that there is no significant difference
between males and females in terms of academic procrastination. This finding challenges the
notion of a consistent relationship between sex and procrastination. Similarly, Asio (2020)
conducted a study that supports the idea that procrastination exists regardless of sex. The
research involved freshmen respondents over the course of two semesters, and it revealed no
significant difference in procrastination levels between males and females. This further
strengthens the argument that sex may not play a decisive role in academic procrastination.
Additionally, Joubert (2015) conducted a study that also found no significant difference between
male and female academic procrastination. This aligns with the findings of Gohil (2014) and
Asio (2020), further suggesting that sex may not be a determining factor in academic
procrastination.

These studies challenge the notion that there is a consistent relationship between sex and
academic procrastination. While some previous research has suggested differences in
procrastination tendencies between males and females, the studies conducted by Gohil (2014),
Asio (2020), and Joubert (2015) provide evidence that contradicts these claims and implies that
the relationship between sex and academic procrastination may be deeper or non-existent.

In conclusion, academic procrastination poses significant challenges to academic

performance among Grade 11 ABM students. While the relationship between sex and
procrastination remains complex and inconclusive, it is clear that addressing procrastination
tendencies is crucial for enhancing academic achievement. Further research is needed to
understand the intricate interplay between various factors influencing procrastination behaviors
among students.
 Chapter III

METHODOLOGY

This chapter will discuss and describe how the researchers will gather the necessary data
and information used in the research study. It will present the qualitative research approach,
design, and method used in the study. The respondents and sampling method that will be used in
selecting the respondents will also be discussed. Furthermore, this chapter will describe the the
methods that will be used in data gathering and data analysis to present the findings of the
students.

Research Design
This study will adopt a phenomenological research approach to explore the lived experiences and
perceptions of Grade 11 ABM students regarding procrastination and its impact on academic
performance. Phenomenology will enable an in-depth examination of participants' subjective
realities and the meanings they attribute to their experiences. Through this approach, the research
aims to uncover rich insights into how students perceive and navigate procrastination in their
academic lives, providing valuable understanding for future interventions and support strategies.
Research Setting
This research setting was done, in Palo National High school, in Cavite West Palo Leyte, which
was held in ABM students of grade 11.
Sample
Simple random sampling will be used in our study to choose individuals who will represent Palo
National High School's Grade 11 ABM students, all of whom will have firsthand experience with
procrastination. The study's objective will be to investigate how procrastination affects these
students' academic performance. The sample may consist of individuals from various
socioeconomic origins, as well as a range of ages, genders, and cultural backgrounds. This
approach ensures that the findings will be reflective of the diverse student population and
provide comprehensive insights into the impact of procrastination on academic performance.
Research Participants
The participants were Palo National High School Grade 11 ABM students from various sections,
who were known for being excellent procrastinators and ranging in age from 16 to 18. Twenty
students will be chosen at random to participate in each section's poll.
Data Collection Procedures
Data collection procedure encompass a variety of approaches, including surveys, questionnaires,
interviews, and observations. The interviews offer qualitative insights into individual experiences
and perceptions. Observations in academic settings provide additional context and observational
data on procrastination tendencies. Throughout the process, ethical considerations, such as
informed consent and confidentiality, must be upheld to protect participants' rights.

Data Analysis Procedures

The data analysis plan for this research will involve examining how procrastination will impact
the academic performance of Grade 11 ABM students at Palo National High School. Initially, we
will have conversations with a group of students to hear about their experiences with
procrastination. These conversations will be recorded, and we will transcribe them word for
word. Subsequently, we will read through the transcripts several times to identify the main ideas
that will come up repeatedly. Simple labels will be used to mark these ideas and group similar
ones together. Next, we will carefully consider what these ideas will mean and how significant
they will be. We will also ensure that our own biases do not influence our findings. Finally,
everything will be compiled into a clear report, using the students' words and existing research to
suggest ways to better support them academically. This approach to data analysis will help us
understand the impact of procrastination on Grade 11 ABM students and offer practical
strategies for improvement.
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