GROUP 2

PRACTICAL RESEARCH 1

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 DEDICATION
IT WOULD BE A PLEASURE TO DEDICATE THIS STUDY, AS WELL AS ANYTHING ELSE WE DO, TO OUR PARENTS,
TEACHERS AND CO-RESEARCHERS. PEOPLE WHO GAVE US WITH THE NECESSARY KNOWLEDGE AND RESOURCES TO
GET US TO THIS POINT. IT IS ESSENTIAL TO MENTION THAT OUR PARENTS NOT ONLY ENCOURAGE AND SUPPORT
EVERY COURSE OF ACTION WE DO, BUT THEY ALSO ENABLE US TO MAKE MY OWN DECISIONS SO THAT WE CAN
LEARN AND GROW FROM EVERY SEATBACK, INCLUDING OUR INSTRUCTORS AND TEACHERS. WE WILL NEVER BE
ABLE TO EXPRESS OUR GRATITUDE ENOUGH FOR THE OPPORTUNITIES THEY HAVE PROVIDED, THE LESSONS THEY
HAVE TAUGHT US, AND THE GUIDANCE THEY HAVE GIVEN. THANK YOU FOR BELIEVING AND ALLOWING US TO
CONTINUE OUR STUDY AT A SCHOOL OF OUR CHOICE, INCLUDING THE PATH WE TOOK. THIS PROJECT RESEARCH
WAS PERFORMED DUE TO THE EFFORTS AND HARD WORK OF THE RESEARCHERS. NONE OF THIS WOULD HAVE BEEN
POSSIBLE WITHOUT THE CONTRIBUTIONS OF THOSE WHO PUT FORTH SUCH EXTRAORDINARY EFFORT AND
COMMON GOALS. THE RESEARCHERS WOULD LIKE TO ACKNOWLEDGE THEIR HEARTFELT GRATITUDE AND
APPRECIATION TO EVERYONE WHO HAS INSPIRED THEM AND ASSISTED IN ANY WAY IN ENSURING THAT THE
PROJECT RESEARCH A SUCCESS. LAST AND PROBABLY MOST IMPORTANT, PRAISE BE TO ALMIGHTY GOD FOR
PROVIDING THE WISDOM, WILL, AND STRENGTH REQUIRED FOR RESEARCH AND GUIDANCE. THANK YOU; WE ARE
COMPLETELY DEDICATED TO THIS RESEARCH AND WILL GIVE IT OUR BEST UNTIL IT IS COMPLETED. 
   
TABLE OF CONTENTS
TITLE                                                                            PAGE 
DEDICATION ……………………………………............….......... I 
TABLE OF CONTENTS …………………………............…...... II 
INTRODUCTION ……………………………………................… 1 
COMPREHENSIVE RESEARCH LITERATURE …….....…. 4 
THEORETICAL FRAMEWORK …………………………........  8 
RESEARCH PARADIGM ……………………………………........ 9 
STATEMENT OF THE PROBLEM …………………….......… 10 
RESEARCH INSTRUMENT  …………………………...…....... 11 
RESEARCH DESIGN AND SAMPLING SCHEME …….... 11 
RESULTS AND DISCUSSIONS...………….....................… 12 
RECOMMENDATIONS …………………….....................….. 13
REFERENCES ………….………………….........................…. 13
ADVERSE EFFECTS OF PROCRASTINATION
TO THE ACADEMIC PERFORMANCE
OF GRADE 12 STEM STUDENTS IN ST.
JUDE COLLEGE DASMARINAS CAVITE. 

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   PROCRASTINATION IS THE PRACTICE OF DELAYING OR POSTPONING DUTIES
UNTIL THE LAST POSSIBLE MINUTE OR AFTER THE DEADLINE HAS PASSED. IT IS
DEFINED AS A " TYPE OF SELF-REGULATION FAILURE MARKED BY THE UNUSUAL
AVOIDANCE OF TASKS DESPITE POSSIBLY NEGATIVE CONSEQUENCES," ACCORDING
TO SOME RESEARCHERS. ADDITIONALLY, PROCRASTINATION IS NOT A DISTINCT
PERSONALITY TRAIT OR A HIDDEN CURSE ON YOUR TIME MANAGEMENT
ABILITIES/SKILLS BUT A MEANS OF DEALING WITH DIFFICULT EMOTIONS AND
NEGATIVE MOODS BROUGHT FORWARD BY SPECIFIC TASKS, BOREDOM, ANXIETY,
NERVOUSNESS, IRRITATION, FRUSTRATION, SELF-DOUBT, AND SO ON.
FURTHERMORE, BASED ON NUMEROUS PROFESSORS OF PSYCHOLOGY, NO MATTER
HOW WELL-ORGANIZED AND COMMITTED YOU ARE, CHANCES ARE THAT YOU

INTRODUCTION HAVE FOUND YOURSELF SIMPLY SPENDING AWAY HOURS ON WASTEFUL ACTIVITY
(WATCHING TV, UPDATING YOUR FACEBOOK STATUS, SHOPPING ONLINE) WHEN
YOU SHOULD HAVE BEEN SPENDING THAT TIME ON WORK OR SCHOOL-RELATED
PROJECTS. MANY PEOPLE, ESPECIALLY STUDENTS, WERE AFFECTED BY COVID 19.
YOUNG PEOPLE HAVE LOST MORE INFORMATION REGARDING THE LESSONS
PROVIDED BY TEACHERS AS A RESULT OF THE PANDEMIC BECAUSE THEY BECAME
MORE ENGAGED WITH THEIR SOCIAL MEDIA ACCOUNTS THAN WITH THEIR
SCHOOLWORK. THEY SIMPLY RELY ON ONLINE SOLUTIONS RATHER THAN WHAT
THEY HAVE LEARNED FROM THEIR TEACHERS. THEY ARE ALSO UNAWARE ABOUT
THE CONSEQUENCES OF DELAYING THEIR SCHOOLWORK. OBVIOUSLY,
PROCRASTINATION CAN HAVE A NEGATIVE IMPACT ON A STUDENT’S MENTAL
HEALTH AS WELL AS THEIR SOCIAL, PROFESSIONAL, AND FINANCIAL WELL-BEING. 
   HOWEVER, AS THE RESEARCH TITLE INDICATES, THE RESEARCHERS
ARE FOCUSING ON THE STUDENT'S ACADEMIC PERFORMANCE TO
CONDUCT A STUDY INTO THE POSSIBLE OUTCOMES OF STUDENTS WHO
ARE UNABLE TO ACCOMPLISH THEIR SCHOOLWORK ON TIME. THE
PURPOSE OF THE RESEARCHER'S STUDY WOULD BE TO SEE HOW
PROCRASTINATION HINDERS STUDENT’S PERFORMANCE IN SCHOOL AND
HOW IT AFFECTS THEIR GRADES BECAUSE WE USUALLY PRESUME THAT
PROJECTS WILL TAKE LESS TIME TO ACCOMPLISH THAN THEY ACTUALLY
WOULD, LEADING TO A FALSE PERCEPTION WHEN WE BELIEVE THAT WE
STILL HAVE PLENTY OF TIME TO COMPLETE THESE ACTIVITIES. THE IDEA
INTRODUCTION THAT WE MUST BE INSPIRED OR MOTIVATED TO WORK ON A TASK AT A
SPECIFIC TIME IS ONE OF THE MOST MAIN FACTORS CONTRIBUTING TO
PROCRASTINATION. SO, THE POINT IS THAT IF YOU WAIT UNTIL YOU ARE
IN THE PROPER STATE OF MIND TO ACCOMPLISH CERTAIN TASKS
(ESPECIALLY THE DIFFICULT ONES), THE RIGHT TIME WILL ALMOST
PROBABLY NEVER ARRIVE, AND THE TASK WILL NEVER BE COMPLETED.
WHEN PROCRASTINATION BECOMES HABITUAL AND SEEMS TO HAVE A
MASSIVE IMPACT ON A PERSON'S EVERYDAY LIFE IT BECOMES A MORE
SERIOUS PROBLEM BECAUSE IT’S NOT JUST A MATTER OF POOR TIME
MANAGEMENT SKILLS IN THESE INSTANCES; IT IS A HUGE PART OF THEIR
LIVES. 
   MOREOVER, THE RESEARCHERS CHOSE THIS STUDY TO INVESTIGATE THE
IMPACT OF PROCRASTINATION ON A STUDENT. FURTHERMORE, TO DETERMINE
WHICH FACTORS CAUSE STUDENTS TO PROCRASTINATE AND TO CLARIFY
WHETHER FEAR OF FAILURE OR UNCERTAINTY ARE THE PRIMARY REASONS WHY
STUDENTS CONTINUE TO FAIL OR BE IRRESPONSIBLE IN THEIR ACADEMIC TASKS.
IN THIS RESEARCH, IT IS ALSO SIGNIFICANT TO FIND OUT WHAT MIGHT BE
CAUSING THE PROBLEM AND HOW TO ADDRESS IT. 

  IN CONCLUSION, THIS TOPIC MUST BE STUDIED TO EDUCATE THE STUDENTS IN

ST. JUDE COLLEGE, SPECIFICALLY THE GRADE 12 STEM STUDENTS ABOUT THE
ADVERSE EFFECTS AND NEGATIVE CONSEQUENCES OF PROCRASTINATION,
WHICH MIGHT SEVERELY AFFECT EDUCATIONAL OUTCOMES. SCHOOLS, WHERE
INTRODUCTION STUDENTS ARE CONTINUALLY EVALUATED, INTENSIFY THESE DYNAMICS,
PARTICULARLY IN SCHOOL, WHEN THE DEMAND FOR GRADES IS HIGH AND A LOT
IS DEPENDING ON STUDENTS' SUCCESS. IN REALITY, PROCRASTINATION IS
COMMONLY USED BY STUDENTS TO PROTECT THEMSELVES. IF YOU
PROCRASTINATE, FOR EXAMPLE, YOU ALWAYS HAVE THE EXCUSE OF "NOT
HAVING ENOUGH" TIME IF YOU FAIL, THUS YOUR EGO IS NEVER COMPROMISED.
IT'S UNDERSTANDABLE THAT STUDENTS WOULD WANT TO AVOID GETTING A
DECENT SCORE ON A PAPER WHEN THERE'S SO MUCH PRESSURE ON THEM TO DO
WELL. THIS STUDY WAS COME UP TO ASSIST AND RAISE AWARENESS AMONG
STUDENTS ABOUT THE ADVERSE REPERCUSSIONS OF PROCRASTINATION. IT CAN
ALSO HELP PUPILS LEARN TO MANAGE THEIR TIME AND IDENTIFY BENEFICIAL
REASONS TO COMPLETE THEIR ASSIGNMENTS.
COMPREHENSIVE RELATED LITERATURE
• INADDITION TO SUPPORT THIS STUDY, THE RESEARCHERS EXAMINED AT BOTH DOMESTIC AND
INTERNATIONAL LITERATURE AND STUDIES. THE DATA WAS GATHERED THROUGH PUBLICATIONS AND
INTERNET RESOURCES, AND IT WAS IMPERATIVE TO STUDY EVERYTHING. 

• ACCORDING TO LU QIAN (2018) THIS STUDY INVESTIGATED THE MEDIATING EFFECT OF ACTIVE  AND PASSIVE
PROCRASTINATION ON THE RELATIONSHIP BETWEEN ACADEMIC STRESS AND ACADEMIC PERFORMANCE.
FURTHERMORE, WE PROPOSED THE  EFFECT OF ALLEVIATING ACADEMIC SELF-EFFICACY ON THE
RELATIONSHIP BETWEEN ACADEMIC STRESS AND ACADEMIC PROCRASTINATION. STUDIES SHOW THAT THE
IMPACT OF RESEARCH STRESS ON ACADEMIC PERFORMANCE IS MEDIATED BY  PROCRASTINATION. IF AN
INDIVIDUAL FEELS ACADEMIC STRESS, ENGAGING IN AGGRESSIVE PROCRASTINATION CAN IMPROVE
PERFORMANCE, BUT PASSIVE PROCRASTINATION CAN LEAD TO POOR PERFORMANCE. IN ADDITION, IF THE
INDIVIDUAL HAS A HIGH LEVEL OF SELF-EFFICACY, THIS ENCOURAGES POSITIVE PROCRASTINATION. IN
OTHER WORDS, WHEN AN INDIVIDUAL BECOMES AWARE OF  ACADEMIC STRESS, HE OR SHE MUST BELIEVE
IN HIS OR HER ABILITIES AND ACT PROACTIVELY, WHICH LEADS TO GOOD RESULTS. 
 COMPREHENSIVE RELATED LITERATURE
• MOREOVER, THE GOAL OF THIS RESEARCH IS TO ANALYZE THE PREDICTIVE POWER LEVEL OF ACADEMIC SELF-EFFICACY, SELF-ESTEEM
AND COPING WITH STRESS ON ACADEMIC PROCRASTINATION BEHAVIOR. RELATIONAL SCREENING MODEL IS USED IN THE RESEARCH
WHOSE RESEARCH GROUP IS MADE OF 374 STUDENTS IN KRKKALE UNIVERSITY, EDUCATION FACULTY IN TURKEY. CURRENT STUDY AIMS
AT INVESTIGATING THE ACADEMIC PROCRASTINATION BEHAVIORS OF PRESERVICE TEACHERS IN TERMS OF DIFFERENT VARIABLES. THE
RESEARCH IS CONDUCTED WITH 211 UNDERGRADUATE STUDENTS STUDYING AT THE FACULTY OF EDUCATION AT A PUBLIC UNIVERSITY IN
TURKEY. THEIR STUDY RESULTS SHOWED THAT THERE WAS A MEANINGFUL AND NEGATIVE RELATION TO THE ACADEMIC
PROCRASTINATION. BESIDES, BY OBSERVING IT, IT STILL HAS A POSITIVE RELATION. THEY BELIEVE THAT CAUSAL ATTRIBUTION IS A KEY
IN UNDERSTANDING PROCRASTINATION IN ACADEMIC SETTINGS AND IS USED BY THOSE WHO HAVE THE KNOWLEDGE OF THEIR OWN
STYLE TO ORGANIZE THEIR LEARNING. 

• ACCORDING TO JOHN MARK R ASIO (2021) PROCRASTINATION IN THE ACADEMIC INSTITUTION IS NOT NEW SINCE IT PREVAILS FROM
STUDENTS EVEN TO STAFF. THIS MIGHT CREATE PROBLEMS, ESPECIALLY IN THE INDIVIDUAL’S OUTPUT. THIS STUDY ANALYZED THE
RELATIONSHIP, PROCRASTINATION LEVEL, AND THE WORK PRODUCTIVITY OF ACADEMIC STAFF FROM A TERTIARY EDUCATION
INSTITUTION IN CENTRAL LUZON, PHILIPPINES. USING A CONVENIENCE SAMPLING TECHNIQUE, 70 ACADEMIC STAFF TOOK PART IN THE
SURVEY. THIS STUDY USED A DESCRIPTIVE-CORRELATIONAL DESIGN WITH AN ADAPTED QUESTIONNAIRE FROM MCCLOSKEY (2011) AND
BUURI (2015) AS AN INSTRUMENT. FOR THE STATISTICAL ANALYSIS, THE STUDY USED SPSS 23 TO ANALYZE THE GATHERED DATA. THE STUDY
FOUND THAT THE ACADEMIC STAFF “OFTEN” SUBJECT THEMSELVES TO PROCRASTINATION, AND THEY “AGREE” THAT THEY ARE
PRODUCTIVE IN THEIR WORK. THERE WERE SIGNIFICANT DIFFERENCES FOUND IN THE PROCRASTINATION LEVEL AND WORK
PRODUCTIVITY OF THE ACADEMIC STAFF WHEN GROUPED ACCORDING TO SEX, CIVIL STATUS, AND YEARS IN SERVICE. IN TERMS OF
RELATIONSHIP, THE STUDY CONFIRMED A LOW DIRECT RELATIONSHIP BETWEEN THE LEVEL OF PROCRASTINATION AND WORK
PRODUCTIVITY OF THE ACADEMIC STAFF. BASED ON THE RESULTS, THE RESEARCHER PROVIDED SOME IMPLICATIONS FOR THE
INSTITUTION TO CONSIDER. 
COMPREHENSIVE RELATED LITERATURE
• ACCORDING TO LIEBERMAN (2019), THE REASON WHY PROCRASTINATION MAKES US FEEL SO BAD IS DUE TO CONSCIOUSNESS
WITHIN OURSELVES, BECAUSE WHEN PEOPLE PROCRASTINATE, THEY ARE NOT ONLY AWARE THAT THEY ARE AVOIDING A TASK, BUT
THEY ARE ALSO AWARE THAT DOING IT INTENTIONALLY IS NOT A GOOD IDEA AND YET THEY STILL DO IT. FURTHERMORE, STUDIES
FOUND THAT, PHYSICAL OPENING WILL BE DETERMINED BY THE RISK SEVERITY GRADING OR CLASSIFICATION OF A SPECIFIC
COMMUNITY IN ACCORDANCE WITH GUIDELINES FROM THE DEPARTMENT OF HEALTH (DOH), THE INTER-AGENCY TASK FORCE
(IATF) FOR THE MANAGEMENT OF EMERGING INFECTIOUS DISEASES IN THE PHILIPPINES, AND THE PRESIDENT'S OFFICE (OP). THIS
PHENOMENON BECOMES PROBLEMATIC AS STUDENTS DEVELOP BAD HABITS. AS A RESULT, RESEARCHERS ARE DIGGING DEEPER
INTO THIS PROBLEM TO SHARE AND EXPOSE STUDENTS' SENTIMENTS TOWARD PROCRASTINATION ATTITUDES OF STUDENTS IN
MODULAR DISTANCE LEARNING MODALITY. TEACHERS WANTED TO SHARE THEIR VARIOUS EXPERIENCES WITH THIS TOPIC AS
WELL AS LEARN AND SHARE THEIR STRATEGIES FOR OVERCOMING THIS TYPE OF PROBLEM. HOWEVER, ACCORDING TO
DUCHARME, AS CITED BY ROZENTAL (2018), PEOPLE PROCRASTINATE BECAUSE THEY DO NOT VALUE A PARTICULAR TASK AND
BELIEVE THAT THEY WILL BE UNABLE TO ACHIEVE THE VALUE THAT THEY DESIRE DUE TO PEOPLE'S IMPULSIVITY. THEY
PROCRASTINATE BECAUSE THEY ARE CONCERNED ABOUT THE OUTCOME AND DO NOT BELIEVE THEY CAN PERFORM WELL
BECAUSE THEY ARE AFRAID OF FAILING. 

• ALSO, BAILEY (2017) SUGGESTED THAT CONTINUING WHAT YOU'VE STARTED WOULD BE SIMPLE. IT IS PREFERABLE IF YOU
COMPLETE THE TASKS AS SOON AS POSSIBLE. IF WE JUST DID EVERYTHING ON TIME, THERE WOULD BE NO NEED FOR CRAMMING.
IF WE PRACTICE PROCRASTINATION, WE WILL LOSE OUR CREATIVITY, THE BEAUTY OF OUR WORK, OUR EAGERNESS TO COMPLETE
OUR TASKS, AND SO ON. CHERRY (2019) ADDED THAT NEGLECTING A PROJECT OR WORK, NOT DOING TASKS IN SCHOOL, OR NOT
DOING HOUSEHOLD CHORES, AND THE REASON WAS BECAUSE OF AN UNCONTROLLABLE HABIT OF PROCRASTINATION, CAN
ABSOLUTELY HAVE A HUGE IMPACT ON YOUR WORK, ACADEMIC GRADES, AND IN YOUR LIFE, IT IS EITHER GETTING LOW GRADES
OR BEING FIRED TO WORK. 
 THEORETICAL FRAMEWORK
THIS STUDY IS FOUNDED ON A GROUNDED THEORY OF ACADEMIC PROCRASTINATION. ACCORDING TO
FERRARI & TICE, 2000, SEVERAL STUDIES HAVE INDICATED THAT PROCRASTINATION MAY BE LINKED TO
ANXIETY AND FEAR OF FAILURE. MOST RESEARCHERS HAVE CONCEPTUALIZED PROCRASTINATION AS
SOME COMBINATION OF THREE COMPONENTS, INCLUDING FEAR OF FAILURE, TASK AVERSIVENESS, AND
LAZINESS. FURTHERMORE, MOST PEOPLE VIEW PROCRASTINATION AS A NEGATIVE PERSONALITY TRAIT.
PREVIOUS EMPIRICAL STUDIES HAVE SUPPORTED THIS VIEW OF PROCRASTINATION, REVEALING THAT
PROCRASTINATION RESULTS IN LOST TIME, POORER HEALTH, DECREASED LONG-TERM LEARNING, AND
LOWER SELF-ESTEEM. THESE FINDINGS SUGGEST THAT PROCRASTINATION IS AN IMPEDIMENT TO
ACADEMIC SUCCESS BECAUSE IT DECREASES THE QUALITY AND QUANTITY OF LEARNING WHILE
INCREASING THE SEVERITY OF STRESS AND NEGATIVE OUTCOMES IN STUDENTS’ LIVES (FERRARI ET AL.,
1995; MILGRAM, GEHRMAN, & KEINAN, 1992). THEIR GOAL WAS TO EXAMINE ADAPTIVE AND
MALADAPTIVE ASPECTS OF PROCRASTINATION IN MORE DETAIL. PREVIOUS RESEARCH HAS FOCUSED
PRIMARILY ON NEGATIVE ASPECTS, SUCH AS ANXIETY, HEALTH PROBLEMS, AND LOWERED WORK
QUALITY THAT IS SOMEHOW RELATED IN OUR CURRENT STUDY. 
 RESEARCH PARADIGM
THE STUDY'S CONCEPT DEPICTS THE VARIABLES AND IS ILLUSTRATED IN A RESEARCH PARADIGM. 

INPUT PROCESS OUTPUT

THE RESPONDENTS' - SURVEY QUESTIONS PROFILE OF GRADE 12 STEM
DEMOGRAPHIC PROFILE IN DISTRIBUTION  STUDENTS IN ST. JUDE
TERMS OF;  COLLEGE DASMARIÑAS
- SURVEY RESPONSE
CAVITE ARE DETERMINED
1.1 AGE;  COLLECTION 
AND THE ADVERSE EFFECTS
1.2 SEX; AND  - INFORMATION GATHERING OF PROCRASTINATION TO
THEIR ACADEMIC
1.3 SECTION;  - DATA INTERPRETATION
PERFORMANCE ARE
ADDRESSED. 
FIGURE 1. RESEARCH PARADIGM; THE CONCEPT ABOVE, AS REPRESENTED IN FIGURE 1, PROVIDE A
SUMMARY FLOW OF DATA ON HOW THE STUDY HAS BEEN PERFORMED. 
• THE DEMOGRAPHIC PROFILE OF THE RESPONDENTS IN TERMS OF AGE, SEX,
AND SECTION IS SHOWN IN THE STUDY'S INPUT. 

• THE STUDY'S PROCESS INVOLVES SURVEY QUESTION DISTRIBUTION, SURVEY

RESPONSE COLLECTION, INFORMATION GATHERING, AND DATA
INTERPRETATION. 

• THE PROFILE OF GRADE 12 STEM STUDENTS IN ST. JUDE COLLEGE DASMARIÑAS

CAVITE WAS DETERMINED AS THE STUDY'S OUTCOME, AND THE ADVERSE
EFFECTS OF PROCRASTINATION ON THEIR ACADEMIC PERFORMANCE WAS
ADDRESSED. 
 E M E N T O F T H E P R OB LE M
STAT
 IT SEEKS TO ANSWER THE FOLLOWING QUESTIONS IN PARTICULAR: 
1. WHAT IS THE RESPONDENTS' DEMOGRAPHIC PROFILE IN TERMS OF: 
1.1 AGE; 
1.2 SEX; AND 
1.3 SECTION? 

2. AS A STUDENT, DO YOU PROCRASTINATE? 

3. IS THERE ANY DOWNSIDE IN PROCRASTINATING ON A DAILY BASIS? 

4. DO YOU GET LAZY WHEN YOU HAVE A LOT OF SCHOOLWORK TO FINISH? 

5. HAVE YOU EVER RECEIVED POOR GRADES AS A RESULT OF PROCRASTINATION? 

6. HOW DOES PROCRASTINATION AFFECT YOUR ABILITY TO COMPLETE

TASKS?                                                                    

7. WHAT DO YOU THINK ARE THE MAIN REASONS WHY YOU PROCRASTINATE? 

8. IN YOUR OWN OPINION, HOW CAN YOU AVOID PROCRASTINATING? 

9. WHAT DO YOU THINK ARE THE DISADVANTAGES WHEN YOU PROCRASTINATE?

 THE RESEARCHERS USED A SURVEY, AND THE
QUESTIONS IN THE QUESTIONNAIRE ARE A

RESEARCH COMBINATION TYPE, MEANING THERE ARE TWO

OR MORE TYPES OF QUESTIONS. THE SURVEY

INSTRUMENT QUESTIONS MAY PROVIDE THE INFORMATION

AND DATA THAT THE RESEARCHERS NEEDED TO
PRODUCE MORE CREDIBLE AND CONCRETE
DATA FOR THIS STUDY.