Level of Procrastination in Relation to the Academic Performance of

Grade 12 Academic Track Students

A Research Paper

Presented to

Mrs. Analene G. Morancil

Hinigaran National High School
Hinigaran, Negros Occidental

In Partial Fulfillment of the Requirements in Practical Research 2

Mirjana Antoinette Solano

Jonas Arsenio
Crystal Gregorio
Diana Norbe
Resty John Remoriata
Novie Marie Dollete
Mary Grace Clarito
Lyka Grace Gegato
Joefred Dandoy
Charles Justine Resuma
Ken Stephen Tamonan

October 2019
 ACKNOWLEDGEMENT

The researchers would like to express their deepest gratitude and regards to the people who

helped and contributed in the making of their study.

We would like to take this opportunity to thank our research adviser, [Link] Morancil,

for her exemplary guidance and patience throughout the process. To Mr. Windee Nuñal for

validating and interpreting our questionnaires and data. To our validators, [Link] Batisla-

ong and Mr Jessar Dura, for sharing their time, skills, and expertise. We are especially grateful to

our class adviser Mr. Mike Estores for his unconditional love and support, and to our family,

classmates and friends especially Kizzie Jerica Cabal, Shaye Del Rosario, and Jee Lord

Bitolinamisa for their constant encouragement. Finally, we thank the Lord, to whom we dedicate

and owe everything.

 ABSTRACT

This study aims to determine the level of procrastination and its relationship to the academic

performance of Grade 12 Academic track students of Hinigaran National High School.

The exact number of participants was statistically solved using the Slovin’s formula. A total

of 214 out of 459 academic track students were selected through Stratified Random Sampling.

Questionnaires were used to gather data from the respondents. Parametric-mean was used to

know the level of procrastination according to respondent’s demographic profile. T-test was used

to compute the significant difference in the level of procrastination then the Pearson’s r

Correlation was utilized to determine the significant relationship between the level of

procrastination and academic performance.

The results revealed that regardless of the demographic profile, the respondents have

moderate level of procrastination. It was also stated that there is no significant difference

between the level of procrastination and the sex and strand of the respondents. There was also no

significant correlation found between the level of procrastination and the academic performance

of the students.
 TABLE OF CONTENTS

Title Page i

Acknowledgment ii

Abstract iii
Chapter

1. INTRODUCTION

Background of the Study 1

Statement of the Problem 2

Hypotheses 3

Theoretical Framework 4

Conceptual Framework 5

Scope and Delimitation 5

Significance of the Study 6

Definition of Terms 7

2. REVIEW OF RELATED LITERATURE

Conceptual Literature

Foreign 8

Local 9

Related Studies

Foreign 10

Local 12

3. METHODOLOGY

Research Design 13

Respondent of the Study 13

Research Instrument 14
 Research Procedure 14

Data Analysis 14

4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 1.1 15

Table 1.2 16

Table 2 16

Table 3 17

Table 4 18

5. SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary of the Findings 19

Conclusion 20

Recommendations 20

REFERENCES

APPENDICES
 Chapter 1

INTRODUCTION

Background of the Study

Academic performance holds an immense significance in students’ life. Students strive to

cope with their studies in order to reach academic achievement or produce favourable academic

results. In this process, they need to deal with multiple projects and assignments each bearing its

own deadline. One of the most common barriers in meeting deadlines is procrastination (Tabal,

2008).

Procrastination is a prevalent phenomenon among students. It is usually defined as the

voluntarily delay of an intended course of action, despite expecting to be worse off for the delay

(Steel, 2007).

When students choose to put off their school works and resort to do nothing or kill time using

social media - that becomes an example of academic procrastination. Academic procrastination

is a special form of procrastination that occurs in the academic settings (A. J., 2011 et al). It

refers to the tendency to needlessly put off or delay school related activities and behaviors. It

occurs with students of all ages, whether those students are attending grade school or pursuing

some type of educational attainment or degree (McCloskey and Scielzo, 2015).

Students, who engage in procrastination, limit their time to complete a task efficiently, thus

resulting them to produce poor outputs or worse, fail to comply at all. All of these may influence

their academic performance.

 A study posits, that students who achieve higher grade point average tend to have lower

levels of procrastination compared to those with lower GPA indicating perhaps it is not so much

as a causal relationship but more of a two-way relationship, as continuing success motivates a

person to procrastinate less as a measure of a motivation to approach (Klassener, Mullner and

Rajani, 2008). Likewise, it was found that most students received lower grades due to delay in

starting on the assignments and thus theorized that procrastination is largely about failure in

getting started on time (Day, Minsks and O’Sullivan, 2000).

On the other hand, other research suggests that procrastination brings positive effect on the

academic achievement of students (Chu and Choi, 2005)

This study recognizes the need to further explore procrastination in academic setting and

apply it to different context. The primary focus of this study is to know the level of academic

procrastination of the students and determine its relationship to their academic performance.

Statement of the Problem

The overall objective of this study is to know the procrastination level of Grade 12

academic track students in Hinigaran National High School and its relationship to their academic

performance.

Specifically, it seeks to answer these following questions:

1. What is the demographic profile of the respondents when grouped according to:

a. Sex

b. Strand
 2. What is the level of procrastination of the respondents when grouped according to:

a. Sex

b. Strand

3. Is there a significant difference in the level of procrastination of the respondents

when grouped according to:

a. Sex

b. Strand

4. Is there a significant relationship between the level of procrastination and the

academic performance of the respondents?

Hypotheses

1. There is no significant difference in the level of procrastination of the respondents when

grouped according to:

a. Sex

b. Strand

2. There is no significant relationship between the level of procrastination and the

academic performance of the respondents when grouped according:

Theoretical Framework

Social Learning Theory. Theorized by Albert Bandura, posits that people learn from one

another, via observation, imitation, and modelling. The theory has often been called a bridge

between behaviorist and cognitive learning theories because it encompasses attention, memory,

and motivation.

People learn through observing others’ behavior, attitudes, and outcomes of those behaviors.

“Most human behavior is learned observationally through modeling: from observing others, one

forms an idea of how new behaviors are performed, and on later occasions this coded

information serves as a guide for action.” (Bandura). Social learning theory explains human

behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and

environmental influences. (Retrieved from [Link]

cognitive-theories)

Temporal Motivation Theory. Approach In 1953, Freud had tried to explain the tendency of

procrastination based on the concept of avoiding tasks (cited in Ferrari, Johnson, and McCown,

1995). According to this concept, tasks that are not completed will be avoided because it poses a

threat to the ego. Freud offers a postulate that anxiety serves as a warning sign of the existence

of threat to the ego when individuals face the dangerous things that could not be realized. When

the ego recognizes existence of threat posed by a task, defense mechanism such as avoiding the

task will be raised. In the tradition of classical psychoanalytic theory, Blatt and Quinlanin (1967)

stated that the procrastinator generally oriented toward present and have difficulty in anticipating

the future. (Retrieved from [Link]

Conceptual Framework

The schematic diagram below presents the independent and dependent variables involved

in the study.

Independent Dependent

Level of Procrastination Academic Performance

 Sex  Grade Point Average
 Strand

Figure 1 Conceptual Framework

Figure 1 presents the relationship between the level of procrastination and academic

performance

Scope and Delimitation

This study aims to determine the level of procrastination of the students and its relationship to

their academic performance. The target respondents of the study are the Grade 12 Academic

track students of Hinigaran National High School. Surveys will be conducted inside the school

premises and during vacant period.

Significance of the Study

The findings of the study may be beneficial to the following:

Teachers. This study may enable teachers to create strategies and implement classroom

activities that will stimulate students’ motivation and change their mindset on school task

compliance that will eventually lessen their procrastination behaviors.

Parents. The results may serve as a guide for parents in disciplining their children in regards

to their procrastination behaviors and help them empower their self-efficacy.

Students. The results may serve as an eye opener for students who engage in academic

procrastination and make them evaluate their habits toward accomplishing their academic

related tasks.

Future Researchers. Future researchers may benefit from this by applying this study in a

different context. This can also serve as a guide for them in determining the gaps that they may

fill while conducting their research.

Definition of Terms

Procrastination. To keep delaying something that must be done, often because it is

unpleasant or boring (procrastination. Retrieved from [Link]

english/procrastinate)

Operationally, procrastination is the act of unnecessarily delaying or postponing the

completion of school related works intentionally

Academic Performance. Defined by students’ reporting of past semester CGPA/GPA and

their expected GPA for the current semester. The grade point average or GPA is now used by

most of the tertiary institutions as a convenient summary measure of the academic

performance of their students. (What is Academic Performance. (n.d.). Retrieved from

[Link]

and-online-course-completion/42383)

Operationally, academic performance is measured using the grade point average of the

student in the current semester

Student. Someone who is learning at school, or in any teaching environment (students.

Retrieved from [Link]

Operationally, a student is the respondent involved in this study.

Level. A position on a real or imaginary scale of amount, quantity, extent, or quality

((n.d.). Retrieved from [Link]

Operationally, level is the degree of students’ academic procrastination.

 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter contains the conceptual literature and related studies having bearing on the

study. These give importantt concepts and ideas for the development of the study.

Conceptual Literature

Foreign

Procrastination is a frequent occurrence among students (Mandap, 2016). Mccloskey and

Scielzo (2015) define academic procrastination as the needlessly delay of completing academic

related tasks, such as working on projects and studying. . According to Onwuegbuzie and Jiao

(2000) 95% of students engage in academic procrastination in a college level while

approximately 60% procrastinate at a graduate level.

Numerous studies have linked procrastination to poor academic performance. Jiao, et al.

(2011) found out that groups with the lowest levels of achievement tended to be those containing

students who reported procrastinating most frequently on performing administrative tasks

(26.4% of the variance explained), keeping up with weekly reading assignments (8.8% of the

variance explained), and writing term papers (11.8% of the variance explained).

A study conducted by Ojo (2014) in secondary schools in Nigeria showed that many students

prefer to postpone their school works and lure to concentrate on irrelevant things, resulting in

failing public examinations. Therefore, these lead students to drop out of school because of their

inability to cope with their studies.

 Despite knowing that procrastination leads to poorer academic performance, students rarely

try overcome it and instead claim that the pressure to perform enables them to complete the

assignments (“Academic Procrastination”, 2018).

Students continue to procrastinate because although they recognize that their past predictions

have been overly optimistic, they still delude into thinking that their current predictions are

realistic (Buehler, et al, 2002). Collectively, there appears to be consistent empirical evidence

suggesting a negative correlation between academic procrastination and academic achievements

(“Academic Procrastination”, 2018).

Local

A study conducted in STI College of Santa Rosa entitled “Effects of Procrastination or

Cramming on the Senior high School Students of STI College of Santa Rosa” stated that the

general population of the study’s respondents perceive procrastination as a habitual behaviour of

humans. Procrastination for them is just a normal part of everyday’s routine, that in every kind

of work or tasks, it is inevitable for an individual to stop what is he doing and do some leisure

things to make his mood positive and to avoid boredom. The findings of the study revealed that

respondents procrastinate in moderate extent. The respondents pointed the lack of motivation as

a stimulator to procrastinate. Students emphasized stress and pressure as the greatest effect of

procrastination.

Koo (2013), a columnist in the Inquirer newspaper, blogged about procrastination entitled

“Why do people procrastinate?” According to her, procrastinating has to do with estimation.

Everyone procrastinates and there is always someone who procrastinates more than the others.

People procrastinate because they overestimate or underestimate how long it takes to accomplish
a task. In addition, people overestimate their abilities and motivation, expecting that things will

go smoothly without a flaw. She also mentioned that people use all sorts of excuses to justify

their procrastination: “It is either they do not how to complete or they really do not know what

need to be done”. Koo expressed in her blog that people may think that they can do better under

pressure, waiting until the last minute, believing they can finish on time and do other tasks. She

mentioned that there was a research that talked about active and passive procrastinators. The

active procrastinators are those who work under pressure and finish the tasks on time while the

passive procrastinators are those who continue to wait and delay and never get to accomplish

their work.

Related Studies

Foreign

Procrastination has been linked with other factors. Jiao, DaRos-Voseles , Collins &

Onwuegbuzie (2011) suggested that graduate students who demonstrate procrastination

tendencies also might have problems with self-regulation, such as defining goals and

implementing a plan to achieve results. It is likely that graduate students, generally, are goal

oriented because they are pursuing academic degrees and, therefore, are motivated to succeed.

However, the tendency to procrastinate is consistent.

In contrast, Rosetti (2011) asserted that there is no relationship found between a student who

engages in active procrastination and their level of intrinsic motivation. Students cannot show

their real performances in learning processes and they fail because of procrastination behaviours

(Kandemi, 2014).
 Kims (2015) distinguishes between the optimistic procrastinator and the pessimistic

procrastinator. Optimistic procrastinators put of their intentions but do not worry about it. They

are confident that they will succeed in the end, regardless of their engagement in the intended

action now or later. Moreover, they overestimate their progress and their chances to succeed and

underestimate the time needed to achieve their goal. In contrast, pessimistic procrastinators do

worry about their dilatory behaviour. They are aware of the fact that they get behind schedule.

Nevertheless, they still procrastinate because they do not know how to deal with the task. They

feel incompetent and are afraid that their involvement in the task will prove their incompetence.

Therefore, they procrastinate to avoid unpleasant experiences (Ojo , 2014).

In addition, in the study administered by Rosetti (2011), she examined the positive

relationship between procrastination and high self-esteem, and postulated that there was no

correlation between the two. Her research findings suggested that a student’ self-esteem was not

related to their procrastination behaviors. However, other studies imply that low self esteem

instigate procrastination (Steel, Brothen, & Wambach, 2000; Senecal, Koestner, & Vallerand,

2001). Otherwise, Beck, Koons, & Milgram, (2000) claimed that students with higher self

esteem tend to procrastinate more than those with lower self esteem.

Moreover, studies suggest that there are differences in procrastination stimulators between

males and females. For males, procrastination had to do with their low intrinsic motivation

toward academics and their little inherent satisfaction in school work while for females;

perfectionism was a strong predictor for procrastination (Reynolds, 2015). The level of assertion

is also a factor in gender differences, in regards to procrastination. According to Fung (2010),

females are generally less assertive than males. They have difficulty in refusing requests, thus
leaving them limited time to do their academic tasks and further proceed to habitual delay of

completing it.

Local

Mandap (2016) studied differences in procrastination behaviors among the 200 college

students of Bulacan State University, Philippines in terms of gender, academic courses, level of

performance and level of academic self-efficacy. Results revealed gender differences in

procrastination where male students procrastinate more than the female students. Students with

low perceived academic self-efficacy showed significantly higher procrastination scores than

those with high self-efficacy. No significant difference in procrastination score was found when

students were grouped according to type of academic course and level of performance. Both

groups of students procrastinate to a moderate extent. Though it may be viewed that students

coming from different courses are engaged in various levels of work difficulty, findings indicate

that both groups of students respond to their academic tasks on the same degree. Both low and

high performing students also showed the same level of procrastination.

Tabal (2008) conducted a study entitled “Self-Efficacy and Academic Procrastination among

Selected La Salle University Students SY 2006-2007”. There were 283 students involved in the

study. Most of the respondents engaged in procrastination. It was found that majority of them

endorsed task aversiveness and fear of failure as the reasons of academic procrastination. The

findings also support the study of Mandap (2016) in regards to self efficacy and procrastination.

The results revealed that self-efficacy has a weak but highly significant relationship to academic

procrastination.
 Chapter 3

METHODOLOGY

Research Design

The study utilized a quantitative research. Quantitative research is an inquiry into a social

problem, explain phenomena by gathering numerical data that are analyzed using

mathematically based methods e.g. in particular statistics (Aliaga and Gunderson, 2002).

In this study, the researchers employed a correlational research design. It aims to

determine whether or not, two variables are correlated. This means that an increase or decrease

in one variable corresponds to the increase or decrease in another.

Respondents of the Study

The respondent of the study are the Grade 12 academic track students of Hinigaran

National High School. The exact number of participants was statistically solved using the

Slovin’s formula. A total of 214 out of 459 academic track students were materialized for the

study. The researchers then systematically selected the respondents through Stratified Random

Sampling; the sample was divided by strands in order to have an even percent of representative

from each strand.

Research Instrument

Questionnaire was utilized to elicit information from the respondents. It is divided into

three parts; Part 1 is the demographic profile section. Part 2 is the questionnaire adapted from

Mccloskey and Scielzo (2015) Academic Procrastination Scale, a Likert-type questionnaire that

will determine the level of procrastination of the students. Lastly, part 3 is composed of the
Academic Performance section where the respondents are asked to indicate their grade point

average in the first quarter of the current semester. The reliability of the questionnaire was

validated by selected Hinigaran National High School teachers.

Research Procedure

The researchers sought permission and approval from the school heads of Hinigaran National

High School to conduct the study. Upon the approval, the researchers asked the expertise of

selected teachers to validate the research questionnaire and proceeded in administering the

questionnaires among the respondents. The collected data were then tallied and prepared for

processing and analyzation.

Data Analysis

The responses generated from the questionnaires were coded numerically and entered on a

SPSS database. Parametric-mean was used to determine statistically the level of procrastination

according to respondent’s sex and strand. The collected data were then subjected to t-test to

compute the significant difference in the level of procrastination. The Pearson’s r Correlation

was utilized to compute the significant relationship between the level of procrastination and

academic performance.
 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the discussion of the results and findings of the study. Specifically, it

presents and describes the Level of Procrastination in Relation to the Academic Performance of

Grade 12 Academic track students and answers the questions in the statement of the problem.

Level of Procrastination

3.58 and above High

2.39-3.57 Moderate

2.38 or less Low

Table 1.1 Frequencies and Percentage of Male and Female Respondents

Sex Frequency Percent

Female 130 60.7

Male 84 39.3

Total 214 100.0

Table 1.1 shows that female has a total of 130 respondents with the percentage of 60.7%,

while male has 84 respondents with the percentage of 39.3%

Table 1.2 Frequencies and Percentage of the Strand of the Respondents
Strand Frequency Percent

ABM 49 22.9

HUMSS 107 50.0

STEM 58 27.1

Total 214 100.0

Table 1.2 shows that Accountancy, Business and Management has a total of 49 respondents

with the percentage of 22.9%, Humanities and Social Sciences has a total of 107 respondents

with the percentage of 50% while Science, Technology, Engineering and Mathematics has a

total of 58 respondents with the percentage of 27.1%

Table 2 Level of Procrastination

Demographic Classification Mean Std. Deviation Interpretation

Profile
Female Moderate
3.1308 .58612
Sex Male Moderate
3.0857 .50875
ABM Moderate
3.0857 .58843
Strand HUMSS Moderate
3.1084 .51836
STEM Moderate
3.1448 .60268

Table 2 illustrates the level of procrastination of the respondents when grouped according to

sex and strand. It shows that regardless of the demographic profile, respondents have moderate
level of procrastination. Although they belong to the same bracket, the average mean of female

respondents (3.1308) is higher than the average mean of the male respondents (3.085), denoting

that female procrastinates more than male. Likewise, based on the average mean, respondents

from STEM (3.1448) procrastinate more than ABM and HUMSS with the average mean of

3.0857 and 3.1084 respectively.

Table 3 Significant Difference in the Level of Procrastination

Demographic Profile P-Value Interpretation Decision

Sex .564 Not significant Accept Ho

Strand .855 Not significant Accept Ho

Table 3 shows that there is no significant difference in the level of procrastination of the

Grade 12 Academic track students when grouped according to sex and strand. The significant

value of .564 and .855 are more than the P-value of 0.05 which indicate that the null hypothesis

is accepted.
Table 4 Significant Relationship between the Level of Procrastination and Academic
Performance

Level of GPA Interpretation Decision

Procrastination
Level Pearson Not Accept Ho
1 -.003
of Correlation Significant
Procrastination Sig. (2-
.967
tailed)
N 214 214
Grade Point Pearson Not Accept Ho
-.003 1
Average Correlation Significant
Sig. (2-
.967
tailed)
N 214 214

Table 4 shows that there is a negative but no significant relationship between the level of

procrastination and the academic performance of Grade 12 Academic track students which

imply that the null hypothesis is accepted.

 Chapter 5

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary, conclusion, and recommendations that have been drawn

from the findings of the study.

Summary of the Findings

This study aims to determine the level of procrastination of Grade 12 Academic track

students and its relationship to their academic performance. The researchers administered a

questionnaire to elicit data from the respondents. The data gathered were then used to determine

the outcome of the study.

The results of the study revealed that there are 130 female and 84 male respondents in total.

The participants are from ABM, HUMSS, and STEM strands. The findings imply that regardless

of the demographic profile, the respondents procrastinate in moderate extent. However, based

on the average mean, female and STEM respondents procrastinate more than the male and two

other strands respectively. It was also found that there is no significant difference in the level of

procrastination in terms of sex and strand. In addition, it was stated that the level of

procrastination and the academic performance of the students have no significant relationship.
 Conclusion

Based on the results, the researchers made the following conclusions:

1. Regardless of sex and strand, students procrastinate in moderate extent.

2. There is no significant difference in the level of procrastination of the respondents when grouped

according to sex and strand, therefore the null hypothesis is accepted.

3. There is a negative but no significant relationship between the level of procrastination and

academic performance of the respondents, therefore the null hypothesis is accepted.

Recommendations

Based on the findings of the study, the following recommendations are made:

1. The sample size of the study should be expanded in order to get broader and more varying

results that can be used for better comparison.

2. Further research should be conducted in order to explore causal factors and other attributes of

procrastination among students.

3. Analyze the differences in the level of procrastination of the students and determine how

students’ procrastination behaviors differ from each level.

4. Change the measurement of the students’ academic performance from the grade point average of

the current semester to the GPA of the whole academic year in order to get more compact and

constant measurement of students’ academic achievement.

References

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APPENDICES
 APPENDIX A

LETTER REQUEST FOR THE CONDUCT OF THE STUDY ADRESSED TO THE SCHOOL
HEAD OF HINIGARAN NATIONAL HIGH SCHOOL

October 7, 2019

JERRY S. DAMASCO, PhD

Assistant Principal II-SHS
Hinigaran National High School
Hinigaran, Negros Occidental

Dear Sir Damasco,

We are currently enrolled as Grade 12 Humanities and Social Sciences Block 2 students in
Hinigaran National High School. We will be conducting a quantitative research study entitled
“Level of Procrastination in Relation to the Academic Performance of Grade 12 Academic
Track Students” as a requirement to be fulfilled in our Practical Research 2.

In line with this, we would like to ask permission from your office to allow us to conduct the
above mentioned study in our school specifically in Grade 12 Accountancy and Business
academic track students

Thank you!

Respectfully yours,

Mirjana Antoinette Solano

Jonas Arsenio
Crystal Gregorio
Diana Norbe
Resty John Remoriata
Novie Marie Dollete
Mary Grace Clarito
Lyka Grace Gegato
Joefred Dandoy
Ken Stephen Tamonan
Charles Justine Resuma

JERRY S. DAMASCO PhD.

Assistant Principal II-SHS
LETTER REQUEST FOR THE CONDUCT OF THE STUDY ADRESSED TO THE SCHOOL
HEAD OF HINIGARAN NATIONAL HIGH SCHOOL

October 7, 2019

ANABELLA PASCUA, PhD

Assistant Principal II-SHS
Hinigaran National High School
Hinigaran, Negros Occidental

Dear Ma’am Pascua,

We are currently enrolled as Grade 12 Humanities and Social Sciences Block 2 students in
Hinigaran National High School. We will be conducting a quantitative research study entitled
“Level of Procrastination in Relation to the Academic Performance of Grade 12 Academic
Track Students” as a requirement to be fulfilled in our Practical Research 2.

In line with this, we would like to ask permission from your office to allow us to conduct the
above mentioned study in our school specifically in Grade 12 Accountancy and Business
academic track students
Thank you!

Respectfully yours,

Mirjana Antoinette Solano

Jonas Arsenio
Crystal Gregorio
Diana Norbe
Resty John Remoriata
Novie Marie Dollete
Mary Grace Clarito
Lyka Grace Gegato
Joefred Dandoy
Ken Stephen Tamonan
Charles Justine Resuma

ANABELLA PASCUA, PhD.

Assistant Principal II-SHS
 APPENDIX B
WINDEE C. NUÑAL
Teacher II-SHS
Hinigaran National High School
Hinigaran Negros, Occidental

Dear Sir Nuñal,

We, the Grade 12 Humanities and Social Sciences Block 2 students are currently conducting a
quantitative study entitled “Level of Procrastination in Relation to the Academic
Performance of Grade 12 Academic Track Students” as part of our Practical Research 2.

In line with this, we would like to ask for your time, skills, and expertise to validate the
proposed research questionnaire that will be distributed to our respondents, the selected senior
high school students which are under the academic track. The purpose of this validation is to
guarantee the correctness and applicability of the said questions as it will generate data and
information that will help assess the purpose of the study.
Your positive response for this request is highly appreciated.

Thank you!

Respectfully yours,

Mirjana Antoinette Solano

Jonas Arsenio
Crystal Gregorio
Diana Norbe
Resty John Remoriata
Novie Marie Dollete
Mary Grace Clarito
Lyka Grace Gegato
Joefred Dandoy
Ken Stephen Tamonan
Charles Justine Resuma

Noted by:

ANALENE MORANCIL
Practical Research II Adviser
JESSAR J. DURA
Teacher II-SHS
Hinigaran National High School
Hinigaran Negros, Occidental

Dear Sir Dura,

We, the Grade 12 Humanities and Social Sciences Block 2 students are currently conducting a
quantitative study entitled “Level of Procrastination in Relation to the Academic
Performance of Grade 12 Academic Track Students” as part of our Practical Research 2.

In line with this, we would like to ask for your time, skills, and expertise to validate the
proposed research questionnaire that will be distributed to our respondents, the selected senior
high school students which are under the academic track. The purpose of this validation is to
guarantee the correctness and applicability of the said questions as it will generate data and
information that will help assess the purpose of the study.
Your positive response for this request is highly appreciated.

Thank you!

Respectfully yours,

Mirjana Antoinette Solano

Jonas Arsenio
Crystal Gregorio
Diana Norbe
Resty John Remoriata
Novie Marie Dollete
Mary Grace Clarito
Lyka Grace Gegato
Joefred Dandoy
Ken Stephen Tamonan
Charles Justine Resuma

Noted by:

ANALENE MORANCIL
Practical Research II Adviser
MARICEL BATISLA-ONG
Teacher II-SHS
Hinigaran National High School
Hinigaran Negros, Occidental

Dear Ma’am Batisla-ong,

We, the Grade 12 Humanities and Social Sciences Block 2 students are currently conducting a
quantitative study entitled “Level of Procrastination in Relation to the Academic
Performance of Grade 12 Academic Track Students” as part of our Practical Research 2.

In line with this, we would like to ask for your time, skills, and expertise to validate the
proposed research questionnaire that will be distributed to our respondents, the selected senior
high school students which are under the academic track. The purpose of this validation is to
guarantee the correctness and applicability of the said questions as it will generate data and
information that will help assess the purpose of the study.
Your positive response for this request is highly appreciated.
Thank you!

Respectfully yours,

Mirjana Antoinette Solano

Jonas Arsenio
Crystal Gregorio
Diana Norbe
Resty John Remoriata
Novie Marie Dollete
Mary Grace Clarito
Lyka Grace Gegato
Joefred Dandoy
Ken Stephen Tamonan
Charles Justine Resuma

Noted by:

ANALENE MORANCIL
Practical Research II Adviser
 APPENDIX C

VALIDATION OF RESEARCH INSTRUMENT

Using the criteria developed for evaluating survey questionnaire set for by Carter V. Good and
Douglas B. Scates, please evaluate the attached self-made survey instrument for the proposed
study. RATING (1) as a very low extent and five (5) as a very great extent. Kindly check
respective boxes provided therein:

(1-Poor 2-Fair 3-Good 4-Very Good 5-Excellent)

CRITERIA FOR VALIDITY 1 2 3 4 5

1 This questionnaire is short enough and respondents respect it and would not
drain much of their precious time
2 The questionnaire is interesting and has a face appeal such that respondents will
be induced to respond to it and accomplished it fully
3 The questionnaire can obtain some depth to respondents and avoid
superficial answers
4 The items/questions and their alternative responses are not too suggestive
and not too stimulating
5 The questionnaire can elicit responses which are defined but not
embarrassing
6 Questions or items are stated in such a way that the responses will not be
embarrassing to the person/person concerned
7 Questions or items are formed in such manner as to avoid suspicion on
the part of the respondents
8 The questionnaire is not too narrow nor restrictive nor limited to its
philosophy
9 The responses to the questionnaire when taken as a whole, could answer
the basic purpose for which questionnaire is designed and therefore be
considered valid
Remarks:

Over-all Average Rating:_____________

___________________________
(Printed Name and Signature)
Evaluator

Source: Good, Carter V. and Scates, Douglas B Methods of Research, Philippines

Copyright, Appleton-Century-Grofts, Inc. 1972. Pp 615-616

APPENDIX D
HINIGARAN NATIONAL HIGH SCHOOL
Hinigaran, Negros Occidental

Dear Respondents,

Good day!

We, the Grade 12 Humanities and Social Sciences Block 2 students are currently conducting a
quantitative study entitled “Level of Procrastination in Relation to the Academic
Performance of Grade 12 Academic Track Students” as part of our Practical Research 2.

In line with this we would like to ask for your time and participation to honestly answer the
following questions based on your personal opinion. The information gathered will be used for
research purposes and will be treated with utmost confidentiality. The respondents will remain
anonymous.

Thank you very much!

Respectfully yours,

Mirjana Antoinette Solano

Jonas Arsenio
Crystal Gregorio
Diana Norbe
Resty John Remoriata
Novie Marie Dollete
Mary Grace Clarito
Lyka Grace Gegato
Joefred Dandoy
Ken Stephen Tamonan
Charles Justine Resuma
 APPENDIX E

Level of Procrastination in Relation to the Academic Performance of Grade 12 Academic

Track Students
STUDENTS’ QUESTIONNAIRE
Directions: Kindly fill up the following and put a check mark (✓) on the following information which
implies to you.

Part 1: Demographic Profile

Name: (Optional) ________________________________

Sex: [ ] Female [ ] Male

Strand: [ ] ABM [ ] HUMSS [ ] STEM

Part 2: Level of Procrastination

5 – ALWAYS 4 – OFTEN 3 – SOMETIMES 2 –SELDOM 1 –NEVER

Questions 5 4 3 2 1
1. I put off projects until the last minute.
2. I know I should do my school work, but I just don’t do it.
3. I get distracted by other things when I am supposed to work on
schoolwork.
4. I usually put assignments away and forget about it until it is almost
due.
5. I find myself talking to friends or family instead of working on
school work.
6. I study in advance for most tests.
7. I find “Cramming” and last minute studying as the best way to study
for a big test.
8. I spend time studying school materials until the end of the semester.
9. I only study the night before exams.
10. I read the textbook and look over notes before coming to class.

Part 3: Academic Performance

Grade Point Average
Please indicate your grade point average in the first quarter of the semester
Note:
[ ] 95 and above
[ ] 90-94
Level of Procrastination
[ ] 85-89
[ ] 80-84 Scoring
[ ] 75-79
[ ] 74 and below 3.58 and above High

2.39-3.57 Moderate

2.38 or less Low

 APPENDIX F

Statistics

Sex Strand
N Valid
214 214
Missing
0 0

Sex

Cumulative
Frequency Percent Valid Percent Percent
Valid Female
130 60.7 60.7 60.7
Male
84 39.3 39.3 100.0
Total
214 100.0 100.0

Strand

Cumulative
Frequency Percent Valid Percent Percent
Valid ABM
49 22.9 22.9 22.9
HUMSS
107 50.0 50.0 72.9
STEM
58 27.1 27.1 100.0
Total
214 100.0 100.0
Level of Procrastination * Sex
Extent

Sex Mean N Std. Deviation

Female
3.1308 130 .58612

Male
3.0857 84 .50875

Total
3.1131 214 .55624

Level of Procrastination * Strand

Extent

Strand Mean N Std. Deviation

ABM
3.0857 49 .58843

HUMSS
3.1084 107 .51836

STEM
3.1448 58 .60268

Total
3.1131 214 .55624
 Group Statistics
Std. Std.
Deviatio Error
Sex N Mean n Mean
Extent 1.00 3.130
130 .58612 .05141
8
2.00 3.085
84 .50875 .05551
7

Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means
95%
Confidence
Sig. Std.
Interval of the
(2- Mean Error
Difference
tailed Differenc Differenc
F Sig. t df ) e e Lower Upper
Extent Equal
variance
3.11 -.108 .1987
s .079 .578 212 .564 .04505 .07799
1 68 9 not
assume
d significant
Equal
variance
194.41 -.104 .1942
s not .596 .552 .04505 .07566
1 16 7
assume
d

ANOVA
Extent
Mean
Sum of Squar
Squares df e F Sig.
Betwee
n .097 2 .049 .156 .855
Groups not significant
Within
Groups 65.806 211 .312
Total 65.903 213
 Correlations

Extent Academic
Extent Pearson Correlation

1 -.003

Sig. (2-tailed)
.967

N
214 214

Academic Pearson Correlation

-.003 1

Sig. (2-tailed)
.967

N
214 214