Causes of Procrastination among the students

of General Emilio Aguinaldo

National High School

A Statistical Research

Submitted to:

Mr. Jibby L. Berdan

By:

Richaellie Marjin DC. Cajigas

Nechole Monceller

Nur-aisa Dabe

Eliot Jozef Verano

Mark Angelo Ramos

Juan Miguel Balunes

S. Y 2018 – 2019
 CHAPTER 1
INTRODUCTION AND BACKGROUND OF THE STUDY
INTRODUCTION
Nowadays, students are given a number of school requirements, which
they need to fulfill in a short period of time. Majority of them are able to submit
their requirements but some fail to submit their requirements on time due to
some internal and external factors.

Everyone procrastinates. We put things off because we don’t want to do

them, or because we have too many other things on our plates. Putting things
off—big or small—is part of being human. You can tell whether or not you need
to do something about your procrastination by examining its consequences.
Procrastination can have external consequences (you get a zero on the paper
because you never turned it in) or internal consequences (you feel anxious
much of the time, even when you are doing something that you enjoy). If you
put off washing the dishes, but the dishes don’t bother you, who cares? When
your procrastination leaves you feeling discouraged and overburdened,
however, it is time to take action.

Procrastination is a common issue among students and many adults. There

are many who struggle with deadlines every day, with the feeling of impending
doom as the exam or project date looms. It is one of the largest problems seen
in college counseling centers, and it is something nearly everyone has had to
deal with at some point in their lives

Procrastination and perfectionism often go hand in hand. Perfectionists

tend to procrastinate because they expect so much of themselves, and they are
scared about whether or not they can meet those high standards. Perfectionists
sometimes think that it is better to give a half-hearted effort and maintain the
belief that they could have written a great paper, than to give a full effort and risk
writing a mediocre paper. Procrastinating guarantees failure, but it helps
perfectionists maintain their belief that they could have excelled if they had tried
harder.
BACKGROUND OF THE STUDY

.According to Merriam Webster, procrastination means to be slow or late

about doing something that should be done, to delay doing something until a
later time because you do not want to do it, because you are lazy, etc.

According to Queena Lee-Chua in her article “Rx for procrastination”, the

word procrastination is derived from the word “procrastinus” which means
forward and tomorrow.

Lee-Chua added that procrastination is so widespread in schools that the

novelist Eliyahu Goldratt dubbed it “student syndrome” in his book “Critical
Chain.” Students who suffer from this syndrome delay doing a task until right
before deadline. They work on a paper just before it is due and, for lack of time,
often resort to cutting and pasting passages from other sources, without proper
attribution. They cut classes to print out their papers and, when something goes
awry, blame the printer, the ink cartridge, even the dog.

Despite students knowing that procrastination leads to poorer academic

performance, students rarely try overcome procrastination and instead claim
that the pressure to perform enables them to complete the assignments.

Procrastination is a well know phenomenon that has the ability to interfere

in the effectiveness and to a greater extend the quality of one’s life depending
on which two areas the procrastination has an effect on; academic
procrastination or neurotic indecisiveness (chronic procrastinators as it affects
every aspect of their life) which is the inability to make decisions thus resulting
in much time lost through indecisiveness.

In the past 20 years, the peculiar behavior of procrastination has received a

burst of empirical interest. With apologies to Hesiod, psychological researchers
now recognize that there’s far more to it than simply putting something off until
tomorrow. True procrastination is a complicated failure of self-regulation:
experts define it as the voluntary delay of some important task that we intend to
do, despite knowing that we’ll suffer as a result. A poor concept of time may
exacerbate the problem, but an inability to manage emotions seems to be its
very foundation.
 A major misperception about procrastination is that it’s an innocuous habit
at worst, and maybe even a helpful one at best. Sympathizers of
procrastination often say it doesn’t matter when a task gets done, so long as it’s
eventually finished. Some even believe they work best under pressure.
Stanford philosopher John Perry, author of the book The Art of Procrastination,
has argued that people can dawdle to their advantage by restructuring their
to-do lists so that they’re always accomplishing something of value.
Psychological scientists have a serious problem with this view. They argue that
it conflates beneficial, proactive behaviors like pondering (which attempts to
solve a problem) or prioritizing (which organizes a series of problems) with the
detrimental, self-defeating habit of genuine procrastination. If progress on a
task can take many forms, procrastination is the absence of progress.

Volcano ECIG claims that although procrastination has a lot of negative

effects to us, it also has some positive effects on us. Since we tend to finish
tasks on a later date, we are able to set our priorities on which tasks are more
important. Also because of this, we also are able to get rest from the many
things that we do every day. If we consider all these, mañana habit does not
only have negative effects but also positive effects

In a study performed on university students, procrastination was shown to

be greater on tasks that were perceived as unpleasant or as impositions than
on tasks for which the student believed they lacked the required skills for
accomplishing the task.

The pleasure principle may be responsible for procrastination; one may

prefer to avoid negative emotions by delaying stressful tasks. As the deadline
for their target of procrastination grows closer, they are more stressed and may,
thus, decide to procrastinate more to avoid this stress.

Motivational psychologists have suggested that procrastinating may be due

to a lack of incentive making it hard to close that all-important gap between
intentions and actions. People who procrastinate tend to have poor self-control,
problems with self-regulation, and low self-efficacy making them less confident
in their ability to carry out an important task. There are also numerous
motivational theories linked to procrastination including Self-Determination
Theory, Action Control Theory, and Temporal Motivation Theory, among
others.

Procrastination is considerably more widespread in students than in the

general population, with over 70 percent of students reporting procrastination
for assignments at some point.

This study argues that academic misconduct can be seen as a means to

cope with the negative consequences of academic procrastination such as
performance impairment.

Procrastination is the mother inconvenience and cramming. Humans are

vulnerable of distraction or the wrong path and that’s how life simply works.
Remembering and achieving a goal is the greatest a person can achieve if he
or she exerted much effort and control the temptation of short happiness.
Objectives

The purpose of this study is to determine the factors that influence

procrastination among General Emilio Aguinaldo National High School
students. The objective of the paper is to determine the following in order to
assist to derive outcome of the research problem:

1. To identify the reasons why students choose to procrastinate.

2. To know if procrastinating has an effect on students’ grades.
3. To investigate the difficulties caused by procrastination among students

Statement of the problem

This research was conducted to find out the causes of procrastination

among the students of General Emilio Aguinaldo National High School.
Specifically, it seeks to investigate the following:

1. What is the socio-demographic profile of the respondents when

grouped to:

1.1: Age

1.2: Gender

2. What are the causes of procrastination of students?

3. What are the difficulties that students experienced caused by
procrastination?
DEFINITION OF TERMS

Procrastination – An act of delaying or postponing duties, or choose to do the

duty in the last minute.

Procrastinator – People who procrastinate or set aside their tasks.

Time management – Act of proper controlling or planning on specific activity

with a considerate amount of time.

Academic Misconduct – is any action or attempted action that may result in

creating an unfair academic advantage for oneself
or unfair academic advantage or disadvantage for
any other member or members of the academic
community.

Deadline – the latest time or date by which something should be completed.

Cramming – to do many things in a short period of time.

Indecisiveness – having a hard time making decisions.

Motivation – the general desire or willingness of someone to do something.

Deadline – the latest time or date by which something should be completed.

Test Anxiety – is defined as a fear of failing that you feel before or while taking
an important examination.
REFERENCES

Zacks, S, and M Hen. “Academic Interventions for Academic Procrastination: A

Review of the Literature.” Current Neurology and Neuroscience Reports., U.S.
National Library of Medicine, Apr. 2018,
www.ncbi.nlm.nih.gov/pubmed/29485384.

Rio, Marie Christine R., and Charmaine Abegail P. Tarin. “ACADEMIC

PROCRASTINATION AND ACHIEVEMENT GOAL ORIENTATION AS
PREDICTORS OF ACADEMIC PERFORMANCE OF SELECTED COLLEGE
STUDENTS.” TIP Research Journal Quezon City,
ejournals.ph/article.php?id=5575.

Pychyl, T. (20 February 2012). "Due Tomorrow. Do Tomorrow". Psychology

Today. Retrieved 20 February 2012.

Grohol, John M. “Learn About Procrastination.” Psych Central, Psych

Central.com, 8 Oct. 2018, psychcentral.com/lib/learn-about-procrastination/.

Perry, John “The Art of Procrastination: A Guide to Effective Dawdling,

Lollygagging and Postponing”, Workman Publishing, 28 Aug 2012

Lee-Chua, Queena N. “Rx for Procrastination.” Inquirer News TRANSCRIPT

Dutertes 2nd State of the Nation Address Comments, Inquirer News, 12 June
2011,
newsinfo.inquirer.net/14305/rx-for-procrastination?utm_expid=.XqNwTug2W6
nwDVUSgFJXed.1.

Stewart, Martyn, et al. “Study Goals and Procrastination Tendencies at

Different Stages of the Undergraduate Degree.” Taylor and Francis Online,
2015, www.tandfonline.com/doi/abs/10.1080/03075079.2015.1005590.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE

According to Gafni & Geri (2010) procrastination is common in academic

contexts, especially in environments where students have to meet deadlines
for assignment completion, which necessitates students’ time and
concentration.

According to Stewart, Stott & Nutall (2016) This situation requires students
to manage their time constantly throughout the semester. Inadequate
self-regulation, which manifests itself as procrastination, is connected to a
variety of negative study behaviors.

Based on a study of Steel in 2011, procrastination, however, should not be

inter-exchangeable with the word delay as it is different from delays, as delays
have rational reasons behind putting-off something as opposed with
procrastination

As such procrastination is also defined as differing action due to

indecisiveness or without good reason (Oxford English dictionary).

According to Pepoa (2010), the mañana habit can be also considered as

the “procrastination virus” since it has a lot of negative effects to us. This habit
has made us become lazier and less efficient in doing tasks. It is also one of
the greatest reasons why we become less productive and why we give our
outputs late which prevents us from growing as human beings.

Procrastination also called as mañana habit in Filipino, is a widespread

phenomenon in an academic setting, especially to those who are working and
students. It has been studied from many different theoretical angles, and a
variety of causes and consequences have been suggested.

One of the negative consequences of procrastination is test anxiety.

According to Kaster, a statistically significant relationship was found between
exam anxiety and academic procrastination among nursing students and
stated that most nursing students reported procrastination mostly concerned
with doing weekly assignments, writing lectures and studying.

Procrastination is a well-known phenomenon that has the ability to interfere

in the effectiveness and to a greater extent the quality of one’s life depending
on which two areas the procrastination has an effect on; academic
procrastination or neurotic indecisiveness (chronic procrastinators as it affects
every aspect of their life) which is the inability to make decisions thus resulting
in much time lost through indecisiveness.

It suggests that interventions should address situational as well as deficits

in self-regulation to help students overcome their procrastinating tendencies.

Self-motivation is also identified as one of the important correlates of

academic procrastination. Klassen, et al. (2010) found a significant link
between academic procrastination and motivation variables consisted of the
students’ self-efficacy, self-regulation, and self-esteem. This explains that
students who are motivated to pursue success will be more active and willing to
engage in their academic tasks.

The present review examined the recent literature on the causes and
consequences of academic procrastination and the limited number of studies
of academic interventions for academic procrastination.

Current research denotes the importance of academic procrastination and

need for considering necessary actions for its prevention and coping for
providing health of individuals, promoting their academic performance and
helping the society’s progress.
RELATED STUDIES

Studies on procrastination emphasize on this common concept that

academic procrastination has negative outcomes for students in relation to
their academic achievement and well-being sense. Health-related outcomes
include mental stress, physical stress reactions, sleeping related problems,
fatigue, and malady. Emotional outcomes include anxiety, anger, shame,
dissatisfaction, and feeling of pressure, feelings of guilt and feelings of
insecurity.

Recent studies support the notion that academic procrastination can be

seen from a situational perspective and as a failure in learning self-regulation.
The present review examined the recent literature on the causes and
consequences of academic procrastination and the limited number of studies of
academic interventions for academic procrastination.

Nearly a quarter of the subjects reported that procrastination was a

problem for them, regarding the same tasks. However, as many as 65%
indicated that they would like to reduce their procrastination when writing
papers and approximately 62% indicated the same for studying for exams and
55% for reading weekly assignments.

Schunk and Zimmerman (Rakes & Dunn, 2010) suggest that

self-regulated learning strategies should be more important considering the
increasing number of students’ participation in distance learning environments
where instructors do not physically teach. These environments require more
autonomous students (Rakes & Dunn, 2010) and these environments,
teachers should be aware of the tendency of their students to procrastinate
(Delaval, Michinov, Le Bohec, & Le Hénaff, 2017)

Regarding the procrastination and achievement, both coherent and

contradictory findings are seen in literature in the DL setting. For example, the
study by Michinov et al. (2011) demonstrated that learners who are most likely
to procrastinate are the ones who perform the worst in online learning
environments.
 Since online students do not meet with their peers and instructors in
regular classes, they are more likely to procrastinate and squeeze more work
into less time, which leads to less effective outcomes (Rakes & Dunn, 2010). It
appears as if students perceive such unstructured distance-learning
environment as an excuse to procrastinate (Klingsieck, Fries, Horz, & Hofer,
2012).

A 2014 panel study from Germany among several thousand university

students found that increasing academic procrastination increases the
frequency of seven different forms of academic misconduct, i.e., using
fraudulent excuses, plagiarism, copying from someone else in exams, using
forbidden means in exams, carrying forbidden means into exams, copying
parts of homework from others, fabrication or falsification of data and the
variety of academic misconduct.

Research on the physiological roots of procrastination has been

concerned with the role of the prefrontal cortex, the area of the brain that is
responsible for executive brain functions such as impulse control, attention,
and planning. Several studies have shown that procrastination also relates to
various personality factors and psychological constructs. Gender-based
studies revealed differences in procrastination behaviors of male and female
students.

Male students were found to procrastinate more than the female students
(Khan, Arif, Noor & Muneer, 2014). The causal factor of procrastination also
differs in both genders. Females demonstrated higher scores on fear of failure
factor as found in the studies of Sharma & Kaur (2011). This is consistent with
the notion that procrastination is strongly related to such functions, or a lack
thereof. The prefrontal cortex also acts as a filter, decreasing distracting stimuli
from other brain regions.
 CHAPTER 3

METHODOLOGY

This research examined the effects of students procrastinating for their

school works in General Emilio Aguinaldo National High School. This chapter
includes a discussion about the population sample, the procedure used in
collecting data, research instrument, research design and the statistical tools
used in gathering and analyzing the data.

RESEARCH DESIGN

In this study, the researchers decide to use the descriptive research

design.

Collection of data about the state of the subject of the study was involved.
The researchers used the descriptive survey type of research in gathering,
analyzing and evaluating the perception of General Emilio Aguinaldo National
High School students.

This method helped to determine the state of the act of procrastinating in

the students of the said school. This method and structure deal with the
different variations of opinions of the respondents for this study.

POPULATION SAMPLE

The target population for this research defined to include the students of
General Emilio Aguinaldo National High School that experienced
procrastination or not. Not every student had a chance to be involved in the
sample thus, we only gathered those students who have free time on the time
we toured around the school to give them the research instrument which is a
30 item survey questionnaire.

RESEARCH INSTRUMENT

A 30-item survey questionnaire was the main research instrument to

achieve the main objective of this research. The survey questionnaires were
randomly distributed to students of General Emilio Aguinaldo National High
School.
 The survey questionnaire is a checklist. Meaning, respondents only needs
to check their responses to the following statements, 5 being the highest, that
stands for always and 1 being the lowest, that stands for never. The
questionnaire was divided into three parts. Every part contains 10 items each,
making it a 30 item survey questionnaire. The first part’s questions contain the
main causes of procrastination. The second part is entitled “Difficulty in…”
From its word, these set of statements are asking the respondents are asking
how they have difficulty in terms of procrastinating and the last part
“Laziness/Tardiness”, in different terms.

THE RESPONDENTS

The research involves the students of General Emilio Aguinaldo National

High School that was picked through random sampling. This sampling method
was conducted where each member of a population has an equal opportunity
to become a part of our research by answering our survey questionnaires. As
all the members of the population have an equal chance to become a research
participant, this is said to be the most efficient way of sampling. In order to
conduct this sampling strategy, the researchers went room to room around
General Emilio Aguinaldo National High School, looked for some willing
participants to answer the 30-item survey questionnaire.

DATA GATHERING PROCEDURE

In this research, researchers need to get opinions from various people

around the population. The data were collected through conducting a survey,
the survey is a checklist kind, and it contains a 30 item questionnaire that
needs to be answered by 40 respondents. The questionnaires were distributed
to students by random sampling. This is included in the process of conducting
and gathering data needed in the said research.

DATA PROCESSING AND STATISTICAL TREATMENT

The data analysis process involves applying the reasoning method for
comprehending and interpreting the data collected by the researcher. The
choice of analytical technique depends on the characteristics of the research
design and nature of the collected data. The collected data from the 40
respondents were all valuable because it contains all the relevant information
needed to fulfill the objectives of this research. Before applying statistical
techniques for data analysis, the data collected was tabulated to facilitate
interpretation process.

The following statistical treatments are used to tabulate the data gathered
in this research:

Frequency and percentage distribution are used to determine the genders

and age profiles of the respondents.

Formula:

n
P= x 100
N

The weighted mean is used to determine the respondent’s average

response on each of the statement in the questionnaire.

Formula:

∑fx
x= N

TABLE 1.0

Arbitrary Scale Choices

5 4.50-5.00 Always
4 3.50-4.49 Usually
3 2.50-3.39 Sometimes
2 1.50-2.49 Rarely
1 1.00-1.49 Never
 CHAPTER 4

RESULTS AND DISCUSSION

This chapter presents the data gathered, the results of the statistical
analysis done and interpretation of the findings. These are presented in tables,
following the sequence of the specific research problem regarding the causes
of procrastination among the students of General Emilio Aguinaldo National
High School.

TABLE 1.1

AGE PROFILE OF RESPONDENTS

Age Number of Percentage Rank

Respondents
13 2 5 5
14 3 7.5 4
15 12 30 2
16 17 42.5 1
17 6 15 3
Total 40 100

Based on table 1.1, most respondents were 16 years old with 42.5% that is
equivalent to 17 respondents. In addition, some of them were 15 years old with
30%, equivalent to 12 respondents. In addition, some of them were 17 years
old with 15% that is equivalent to 6 respondents. In addition, some them were
14 years old with 7.5%, equivalent to 3 respondents and lastly, there were
13-year-old respondents with 5%, equivalent to 5%
 TABLE 1.2

GENDER PROFILE OF RESPONDENTS

Gender Number of Percentage Rank

Respondents
Female 26 65 1
Male 14 35 2
Total 40 100

Out of 40 respondents, based on table 1.2, the majority of the respondents

that took the survey are female with 65%, equivalent to 26 respondents while
the 14 respondents are male with 35%.

TABLE 1.3

PROCRASTINATION

Procrastination Weighted Verbal Rank

Mean Interpretation
I get easily distracted. 2.85 Sometimes 5
I give up before I start a task because I 2.38 Rarely 9
don’t know where to start.
I’m afraid of making a wrong decision. 3.13 Sometimes 2
I feel overwhelmed by my daily tasks. 2.83 Sometimes 6
I often doubt myself. 3.2 Sometimes 1
I delay making decisions. 3.1 Sometimes 3
I’m afraid of failing. 3.06 Sometimes 4
I’m afraid of making a mistake 2.8 Rarely 8
I feel like I’m always catching up. 2.63 Sometimes 7
I would rather not finish something than 2.2 Rarely 10
have it not good enough.
 Table 1.3 shows the causes of procrastination among the students of
General Emilio Aguinaldo National High School S.Y 2018-2019. Out of 40
respondents, most of them doubt themselves; it got the highest rank with the
weighted mean of 3.1, with the verbal interpretation of “sometimes”. Followed
by the statement, “I’m afraid of making a wrong decision.” It has a weighted
mean of 3.13 that has a verbal interpretation of “sometimes”. The statement “I
delay making decisions” got the weighted mean, 3.1 that also falls in the verbal
interpretation, sometimes, in rank 3. In rank 4 is the statement, “I’m afraid of
failing”, got the verbal interpretation “sometimes” with the weighted mean 3.06.
“I get easily distracted” has the weighted mean 2.85 with the verbal
interpretation of sometimes in rank 5. The statement “I feel overwhelmed by my
daily tasks” has 2.63 as the weighted mean, sometimes as the verbal
interpretation at rank 6. “I feel like I’m always catching up” statement is in rank 7
with the verbal interpretation “sometimes” and a weighted mean of 2.8. In rank
8, is the statement, “I’m afraid of making a mistake” with the weighted mean
“2.8” with the verbal interpretation “rarely”. Followed by the statement, “I give up
before I start a task because I don’t know where to start”, with the weighted
mean 2.38 and “rarely” as its verbal interpretation. Lastly, the statement, “I
would rather not finish something than having it not good enough”, 2.3 as its
weighted mean and “rarely” as its verbal interpretation.

TABLE 1.4

HAVING DIFFICULTIES

Having Weighted Verbal Rank

Difficulties Mean Interpretation
I have difficulty in making decisions. 2.83 Sometimes 2.5
I have difficulty making up my mind. 2.8 Sometimes 3
I have difficulty focusing on one task. 2.75 Sometimes 4
I have difficulty deciding which task to 2.5 Rarely 8
start first.
I have difficulty in time management. 2.63 Sometimes 6
I have difficulty on balancing my priorities. 2.98 Sometimes 1
I don’t trust myself in making the right 2.83 Sometimes 2.5
decision.
I avoid getting started on difficult tasks. 2.68 Sometimes 5.5
I can’t finish a project in a short time. 2.58 Sometimes 7
I have difficulty starting or completing 2.68 Sometimes 5.5
tasks because my standards are too high.

Table 1.4 shows the struggles of students, it’s still connected to

procrastination somehow because these difficulties are usually the symptoms
of procrastination. 2.98 as the weighted mean of students said that “I have
difficulty balancing my priorities.” making it to rank 1, with the verbal
interpretation “sometimes”. Followed by the statements “I have difficulty in
making decisions.” and “I don’t trust myself in making the right decision.” with
the weighted mean 2.83 and verbal interpretation “sometimes”. “I have difficulty
making up my mind.” is in rank 3, with the weighted mean 2.8 and verbal
interpretation “sometimes”. In rank 4, there’s the statement, “I have difficulty
focusing on one task.” with the weighted mean 2.63 and verbal interpretation
“sometimes”. Two statements are in rank 5.5 “I avoid getting started on difficult
tasks.” and “I have difficulty starting or completing tasks because my standards
are too high.” with the weighted mean 2.68 and verbal interpretation
“sometimes”. Followed by the statement, “I have difficulty in time management.”
with the weighted mean of 2.63 and “sometimes” as its verbal interpretation in
rank 6. Followed by the statement, “I can’t finish a project at a short time.” with
the weighted mean of 2.58 and verbal interpretation “sometimes” in rank 7. In
the last rank is the statement, “I have difficulty deciding which task to start first.”
With the verbal interpretation of “rarely” and a weighted mean of 2.5.
 TABLE 1.6

LAZINESS/TARDINESS

Laziness/Tardiness Weighted Verbal Rank

Mean Interpretation
I often fail to meet deadlines. 2.38 Rarely 9
I am often late in school. 2.55 Sometimes 6
I get started on projects at the last minute. 2.73 Sometimes 5
I only do my homework at school. 3.03 Sometimes 3
I’m lazy about organizing my paper 2.88 Sometimes 4
works.
I’m always lazy about doing my 2.5 Rarely 10
homework.
I create reasons for delaying getting tasks 2.53 Sometimes 7
done.
I don’t start doing my project/activity 2.43 Rarely 8
immediately.
I copy my classmates’ work. 4.05 Usually 1
I spend more time on the Internet rather 3.05 Sometimes 2
than studying.

Table 1.6 talks about students being lazy in different ways. According to the
table, students usually copy their classmates’ work with the weighted mean of
4.05. Followed by the statement, “I spend more time on the Internet rather than
studying.” in rank 2 with the weighted mean of 3.05 and a verbal interpretation
of “sometimes”. The statement, “I only do my homework in school,” placed in
rank 3 with a weighted mean of 3.03 and a verbal interpretation of “sometimes”.
“I’m lazy in organizing my paper works.” statement got a weighted mean of 2.88
and a verbal interpretation of “sometimes” placed in rank 4. Next is the
statement, “I get started on projects at the last minute.” with a verbal
interpretation of “sometimes” and a weighted mean of 2.73. The statement
placed in rank 6 is the statement “I am often late in school.” with a weighted
mean of 2.55 and a verbal interpretation of “sometimes”. Falling in rank 7 is the
statement, “I create reasons for delaying getting tasks done.” with a weighted
mean of 2.53 and a verbal interpretation of “sometimes”. The statement, “I don’t
start doing my project/activity immediately,” got a weighted mean of 2.43 and a
verbal interpretation of “rarely” in rank 8. While in rank 9 is the statement, “I
often fail to meet deadlines,” with a weighted mean of 2.38 and a verbal
interpretation of “sometimes”. In the last rank is the statement, I’m always lazy
in doing my homework,” with a weighted mean of 2.5 and a verbal interpretation
of “rarely.”

Table Mean Percentage Rank

1.3 : Procrastination 2.82 28.2 1
1.4 : Having Difficulties 2.73 27.3 3

1.5 : Laziness / Tardiness 2.81 28.1 2

This table shows the overall mean and percentage of tables 1.3, 1.4, and 1.5. It
shows that Table 1.3 Procrastination got the highest rank with an overall mean
of 2.82
 This table shows the overall mean and percentage of tables 1.3, 1.4
and 1.5. It shows that Table 1.3: Procrastination got the highest rank with
an overall mean of 2.82 and a percentage of 28.2 Followed in rank 2 is
Table 1.5 : Laziness/Tardiness with an overall mean of 2.81 and 7.03 of
percentage. In the last rank is Table 1.4 with an overall mean of 2.73 and a
percentage of 6.83.

CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS & RECOMMENDATIONS

This chapter gives a summary of the findings, conclusions and the

recommendations of the study regarding the perception of selected students of
General Emilio Aguinaldo National High School on the issue of procrastination.

SUMMARY

The main purpose of this research is to identify the main cause of

procrastination among the students of General Emilio Aguinaldo National High
School; there were three main objectives of this study:

4. To identify the reasons why students choose to procrastinate.

5. To know if procrastinating has an effect on students’ grades.
6. To investigate the difficulties caused by procrastination among students

Specifically, the respondents who participated in this study were Grade 8

and Grade 10 students of General Emilio Aguinaldo National High School.

The quantitative research method has survey questionnaires as research

instruments to gather data to be analyzed. Specifically, this study was about to
answer the following questions:

4. What is the socio-demographic profile of the respondents when

grouped to:
 1.1: Age

1.2: Gender

5. What are the causes of procrastination of students?

6. What are the difficulties that students experienced caused by
procrastination?

FINDINGS

A careful and thorough analysis of the data gathered revealed these

findings:

What is the socio-demographic profile of the respondents when grouped to,

Age:

The respondents’ age ranged from 13-17 years. Most of them were 16
years old, composing of 17 respondents (43.5%), followed by 15 years old
with 12 respondents (30%), then there were 6 respondents that are 17 years of
age (15%). 3 respondents are 14 years old, (7.5%) and lastly, there were two
13-year-old respondents, (5%)

Gender:

Out of 40 respondents, the majority of the respondents that took the survey
are female with 65%, equivalent 26 respondents while the 14 respondents are
male with 35%.

What are the causes of procrastination of students?

It shows that out of 40 respondents, the main cause of procrastination is

that most of them doubt themselves; it got the highest rank with the weighted
mean of 3.1, with the verbal interpretation of “sometimes”. Followed by the
statement, “I’m afraid of making a wrong decision.” It has a weighted mean of
3.13 that has a verbal interpretation of “sometimes”. The statement “I delay
making decisions” got the weighted mean, 3.1 that also falls in the verbal
interpretation, sometimes, in rank 3. In rank 4 is the statement, “I’m afraid of
failing”, got the verbal interpretation “sometimes” with the weighted mean 3.06.
“I get easily distracted” has the weighted mean 2.85 with the verbal
interpretation of sometimes in rank 5. The statement “I feel overwhelmed by my
daily tasks” has 2.63 as the weighted mean, sometimes as the verbal
interpretation at rank 6. “I feel like I’m always catching up” statement is in rank 7
with the verbal interpretation “sometimes” and a weighted mean of 2.8. In rank
8, is the statement, “I’m afraid of making a mistake” with the weighted mean
“2.8” with the verbal interpretation “rarely”. Followed by the statement, “I give up
before I start a task because I don’t know where to start”, with the weighted
mean 2.38 and “rarely” as its verbal interpretation. Lastly, the statement, “I
would rather not finish something than having it not good enough”, 2.3 as its
weighted mean and “rarely” as its verbal interpretation.

What are the difficulties that students experienced caused by procrastination?

It shows that 2.98 as the weighted mean of students said that “I have
difficulty balancing my priorities.” making it to rank 1, with the verbal
interpretation “sometimes”. Followed by the statements “I have difficulty in
making decisions.” and “I don’t trust myself in making the right decision.” with
the weighted mean 2.83 and verbal interpretation “sometimes”. “I have difficulty
making up my mind.” is in rank 3, with the weighted mean 2.8 and verbal
interpretation “sometimes”. In rank 4, there’s the statement, “I have difficulty
focusing on one task.” with the weighted mean 2.63 and verbal interpretation
“sometimes”. Two statements are in rank 5.5 “I avoid getting started on difficult
tasks.” and “I have difficulty starting or completing tasks because my standards
are too high.” with the weighted mean 2.68 and verbal interpretation
“sometimes”. Followed by the statement, “I have difficulty in time management.”
with the weighted mean of 2.63 and “sometimes” as its verbal interpretation in
rank 6. Followed by the statement, “I can’t finish a project at a short time.” with
the weighted mean of 2.58 and verbal interpretation “sometimes” in rank 7. In
the last rank is the statement, “I have difficulty deciding which task to start first,”
with the verbal interpretation of “rarely” and a weighted mean of 2.5.
 It talks about students being lazy in different ways. According to the table,
students usually copy their classmates’ work with the weighted mean of 4.05.
Followed by the statement, “I spend more time on the Internet rather than
studying.” in rank 2 with the weighted mean of 3.05 and a verbal interpretation
of “sometimes”. The statement, “I only do my homework in school,” placed in
rank 3 with a weighted mean of 3.03 and a verbal interpretation of “sometimes”.
“I’m lazy in organizing my paper works.” statement got a weighted mean of 2.88
and a verbal interpretation of “sometimes” placed in rank 4. Next is the
statement, “I get started on projects at the last minute.” with a verbal
interpretation of “sometimes” and a weighted mean of 2.73. The statement
placed in rank 6 is the statement “I am often late in school.” with a weighted
mean of 2.55 and a verbal interpretation of “sometimes”. Falling in rank 7 is the
statement, “I create reasons for delaying getting tasks done.” with a weighted
mean of 2.53 and a verbal interpretation of “sometimes”. The statement, “I don’t
start doing my project/activity immediately,” got a weighted mean of 2.43 and a
verbal interpretation of “rarely” in rank 8. While in rank 9 is the statement, “I
often fail to meet deadlines,” with a weighted mean of 2.38 and a verbal
interpretation of “sometimes”. In the last rank is the statement, I’m always lazy
in doing my homework,” with a weighted mean of 2.5 and a verbal interpretation
of “rarely.”

CONCLUSION

Based on the result of this research, the following conclusions were drawn:

Most of the respondents’ ages were 16; this is because the majority of the
students that took the survey were Grade 10 students and it is the normal and
usual grade level of student who has this year of age. The rest of the
respondents who have the age that is less than 16 were Grade 8 students and
for those whose age is greater than 16 were assumed that they entered
schooling too late or possibly stopped schooling for a while due to financial
problems or any other.

The population of the gender of the respondents has a huge difference

from each other. It is because female were more interested in participating in
the study than male. And because there were also some male respondents,
upon looking to their responses, this proves that gender doesn’t affect the way
they perceive procrastination.

Students appeared to procrastinate and unable to complete their work

because they often doubt themselves.

Procrastinating cannot manage their studies well and they tend to depend
on other people to overcome their academic deficiencies such as copying their
classmates’ work, rushing their projects and studying for exams at the last
minute.

RECOMMENDATION

To the students, who don’t truly understand that rushing their requirements is a
bad habit, they need to manage their time well and be responsible. Rushing
may not affect your grades especially when you pass it on your time but it may
cause you to have lower grades because of being rushed and it can cause
stress.

To the parents, this will help them to guide their children and this can tell them
that they should not pressure their children to have high grades like they
expect, they should always check on their children if they are stressed
because of school.

To the teachers, should not pressure their students to do many requirements

and to pass a certain project in a short period of time, to guide them with their
studies and help them with their problems.

To the future researchers, that research is not a thing that should be

procrastinated because it needs a lot of time and study, this will help them to
be aware with the topic for their future research.
APPENDICES

Age Profile:

13 years old: 14 years old: 15 years old

2 ÷ 40 = 0.05 3 ÷ 40 = 0.075 12 ÷ 40 = 0.3

0.05 x 100 = 5 0.075 x 100 = 7.5 0.3 x 100 = 30

16 years old: 17 years old:

17 ÷ 40 = 0.425 6 ÷ 40 = 0.15

0.425 x 100 = 42.5 0.15 x 100 = 15

Gender Profile:

Female: Male:

26 ÷ 40 = 0.65 14 ÷ 40 = 0.35

0.65 x 100 = 65 0.35 x 100 = 35

Table 1.3 : Procrastination

Question 5 4 3 2 1
#1 4 5 19 5 7
5 x 4 = 20 4 x 5 = 20 3 x 19 = 57 2 x 5 = 10 1 x 7 = 7

20 + 20 + 57 + 10 + 7 = 114

114 ÷ 40 = 2.85

Question 5 4 3 2 1
#2 3 2 12 13 10
5 x 3 = 15 4 x 2 = 8 3 x 12 = 36 2 x 13 = 26 1 x 10 = 10

15 + 8 + 36 + 26 + 10 = 95

95 ÷ 40 = 2.38
 Question 5 4 3 2 1
#3 9 8 9 7 7
5 x 9 = 45 4 x 8 = 32 3 x 9 = 27 2 x 7 = 14 1 x 7 = 7

45 + 32 + 27 + 14 + 7 = 125

125 ÷ 40 = 3.13

Question 5 4 3 2 1
#4 3 6 15 13 3
5 x 3 = 15 4 x 6 = 24 3 x 15 = 45 2 x 13 = 26 1 x 3 = 3

15 + 24 + 45 + 26 + 3 = 113

113 ÷ 40 = 2.83

Question 5 4 3 2 1
#5 4 5 14 12 2
5 x 4 = 20 4 x 5 = 20 3 x 14 = 42 2 x 12 = 24 1 x 2 = 2

20 + 20 + 42 + 24 + 2 = 108

108 ÷ 40 = 2.7

Question 5 4 3 2 1
#6 4 11 12 11 2
5 x 4 = 20 4 x 11 = 44 3 x 12 = 36 2 x 11 = 22 1 x 2 = 2

20 + 44 + 36 + 22 + 2 = 124

124 ÷ 40 = 3.1

Question 5 4 3 2 1
#7 7 8 10 9 6
5 x 7 = 35 4 x 8 = 32 3 x 10 = 30 2 x 9 = 18 1 x 6 = 6

35 + 32 + 30 + 18 + 6 = 121

121 ÷ 40 = 3.03
Question 5 4 3 2 1
#8 10 4 7 6 13
5 x 10 = 50 4 x 4 = 16 3 x 7 = 21 2 x 6 = 12 1 x 13 = 13

50 + 16 + 21 + 12 + 13 = 112

112 ÷ 40 = 2.8

Question 5 4 3 2 1
#9 0 8 15 11 6
5x0=0 4 x 8 = 32 3 x 15 = 45 2 x 11 = 22 1 x 6 = 6

0 + 32 + 45 + 22 + 6 = 105

105 ÷ 40 = 2.63

Question 5 4 3 2 1
#10 5 5 11 12 6
5 x 5 = 25 4 x 5 = 20 3 x 11 = 33 2 x 12 = 24 1 x 6 = 6

25 + 20 + 33 + 24 + 6 = 108

108 ÷ 40 = 2.7

Table 1.4 : Having Difficulties

Question 5 4 3 2 1
#1 5 7 10 12 6
5 x 5 = 25 4 x 7 = 28 3 x 10 = 30 2 x 12 = 24 1 x 6 = 6

25 + 28 + 30 + 24 + 6 = 113

113 ÷ 40 = 2.83

Question 5 4 3 2 1
#2 6 5 13 7 9
5 x 6 = 30 4 x 5 = 20 3 x 13 = 39 2 x 7 = 14 1 x 9 = 9

30 + 20 + 39 + 14 + 9 = 112

112 ÷ 40 = 2.8
Question 5 4 3 2 1
#3 5 6 13 6 10
5 x 5 = 25 4 x 6 = 26 3 x 13 = 39 2 x 6 = 12 1 x 10 = 10

25 + 26 + 39 + 12 + 10 = 112

112 ÷ 40 = 2.8

Question 5 4 3 2 1
#4 2 10 7 8 13
5 x 2 = 10 4 x 10 = 40 3 x 7 = 21 2 x 8 = 16 1 x 13 = 13

10 + 40 + 21 + 16 + 13 = 100

100 ÷ 40 = 2.5

Question 5 4 3 2 1
#5 2 7 13 10 8
5 x 2 = 20 4 x 7 = 28 3 x 13 = 39 2 x 10 = 20 1 x 8 = 8

20 + 28 + 39 + 20 + 8 = 115

115 ÷ 40 = 2.88

Question 5 4 3 2 1
#6 3 10 14 9 4
5 x 3 = 15 4 x 10 = 40 3 x 14 = 42 2 x 9 = 18 1 x 4 = 4

15 + 40 + 42 + 18 + 4 = 119

119 ÷ 40 = 2.98

Question 5 4 3 2 1
#7 5 6 13 8 9
5 x 5 = 25 4 x 6 = 24 3 x 13 = 39 2 x 8 = 16 1 x 9 = 9

25 + 24 + 39 + 16 + 9 = 113

113 ÷ 40 = 2.83
 Question 5 4 3 2 1
#8 5 7 7 12 9
5 x 5 = 25 4 x 7 = 28 3 x 7 = 21 2 x 12 = 24 1 x 9 = 9

25 + 28 + 21 + 24 + 9 = 107

107 ÷ 40 = 2.68

Question 5 4 3 2 1
#9 4 5 11 10 10
5 x 4 = 20 4 x 5 = 20 3 x 11 = 33 2 x 10 = 20 1 x 10 = 10

20 + 20 + 33 + 20 + 10 = 103

103 ÷ 40 = 2.58

Question 5 4 3 2 1
#10 6 6 6 13 9
5 x 6 = 30 4 x 6 = 24 3 x 6 = 18 2 x 13 = 26 1 x 9 = 9

30 + 24 + 18 + 26 + 9 = 107

107 ÷ 40 = 2.68

Table 1.6: Laziness / Tardiness

Question 5 4 3 2 1
#1 6 2 8 9 15
5 x 6 = 30 4 x 2 = 8 3 x 8 = 24 2 x 9 = 18 1 x 15 = 15

30 + 8 + 24 + 18 + 15 = 95

95 ÷ 40 = 2.38

Question 5 4 3 2 1
#2 4 5 9 13 9
5 x 4 = 20 4 x 5 = 20 3 x 9 = 27 2 x 13 = 26 1 x 9 = 9

20 + 20 + 27 + 26 + 9 = 102

102 ÷ 40 = 2.55
 Question 5 4 3 2 1
#3 3 4 20 5 8
5 x 3 = 15 4 x 4 = 16 3 x 20 = 60 2 x 5 = 10 1 x 8 = 8

15 + 16 + 60 + 10 + 8 = 109

109 ÷ 10 = 10.9

Question 5 4 3 2 1
#4 7 7 10 12 4
5 x 7 = 35 4 x 7 = 28 3 x 10 = 30 2 x 12 = 24 1 x 4 = 4

35 + 28 + 30 + 24 + 4 = 121

121 ÷ 40 = 3.03

Question 5 4 3 2 1
#5 6 4 14 11 5
5 x 6 = 30 4 x 4 = 16 3 x 14 = 42 2 x 11 = 22 1 x 5 = 5

30 + 16 + 42 + 22 + 5 = 115

115 ÷ 40 = 2.88

Question 5 4 3 2 1
#6 3 6 11 8 12
5 x 3 = 15 4 x 6 = 24 3 x 11 = 33 2 x 8 = 16 1 x 12 = 12

15 + 24 + 33 + 16 + 12 = 100

100 ÷ 40 = 2.5

Question 5 4 3 2 1
#7 3 3 14 12 6
5 x 3 = 15 4 x 3 = 12 3 x 14 = 42 2 x 12 = 24 1 x 6 = 6

15 + 12 + 42 + 24 + 6 = 99

99 ÷ 40 = 2.48
 Question 5 4 3 2 1
#8 4 3 14 11 6
5 x 4 = 20 4 x 3 = 20 3 x 14 = 42 2 x 11 = 22 1 x 6 = 6

20 + 20 + 42 + 22 + 6 = 110

110 ÷ 40 = 2.75

Question 5 4 3 2 1
#9 3 8 12 8 9
5 x 3 = 15 4 x 8 = 42 3 x 12 = 36 2 x 8 = 16 1 x 9 = 9

15 + 42 + 36 + 16 + 9 = 118

118 ÷ 40 = 2.95

Question 5 4 3 2 1
#10 8 9 7 9 7
5 x 8 = 40 4 x 9 = 36 3 x 7 = 21 2 x 9 = 21 1 x 7 = 7

40 + 36 + 21 + 21 + 7 = 125

125 ÷ 40 = 3.13

Table 1.7 : Overall Mean and Percentage

Table 1.3 : Procrastination

2.85 + 2.38 + 3.13 + 2.83 + 3.2 + 3.1 + 3.06 + 2.8 + 2.63 + 2.2 = 28.18

28.18 ÷ 10 = 2.82

Table 1.4 : Having Difficulties

2.83 + 2.8 + 2.75 + 2.5 + 2.63 + 2.98 + 2.83 + 2.68 + 2.58 + 2.68 = 27.26

27.26 ÷ 10 = 2.73

Table 1.7 : Laziness/ Tardiness

2.38 + 2.55 + 2.73 + 3.03 + 2.88 + 2.5 + 2.53 + 2.43 + 4.05 + 3.05 = 28.13

28.13 ÷ 10 = 2.81