Impact of Procrastination to Senior High School Students of

Jaclupan National High School

A Research Proposal Submitted to:

In Partial Fulfillment of the Requirements for the subject, Practical

Submitted by:
Bacus, Rica Jaen
Catamco, Lady Rose
Minoza, Nicole
Bayais, Erich
Ibonalo, Honey Megan
Nator, Angelie
Enabe, Josle Xylem
Bacarisas, Melvin
Capa, Rhayan
Cataytay, Jovan
Tabasa, Kervin

Date: Dec. 21, 2023

INTRODUCTION

The Introduction introduces the topic, the background and the context of the study.

BACKGROUND

Procrastination is delaying or postponing assignments is a common problem among students

in educational environments. There has been a lot of investigation and examination on the

effects of procrastination on pupils. Academics, teachers, and psychologists have realized

how important it is to comprehend how procrastination affects students' achievement in the

classroom, mental health, and overall well-being.

Investigating the effects of procrastination is essential to creating successful treatments and

plans of action to assist students in kicking this habit. Studies have indicated that pupils'

academic performance may suffer as a result of procrastinating. Students who put off

activities frequently find themselves under more pressure to finish them on time, which leads

to hasty or unfinished work.

Missed learning opportunities, poorer learning outcomes, and lower grades can result from

this. Given the detrimental effects of procrastination on academic performance, a more

thorough comprehension of the underlying causes and possible remedies is required.

Procrastination cycles can result in elevated stress levels, worry, and self-doubt or guilt

sentiments.

As they battle to meet deadlines or handle the growing workload, students may notice a drop

in motivation. Procrastination's psychological effects can have a negative impact on a

experience. Furthermore, procrastination has an impact on students' life outside of the

classroom and can cause disruptions in a number of areas.

STATEMENT OF THE PROBLEM

The study focused on The Impact of Procrastination to Senior High School Students in

Jaclupan National High School. Specifically it aims to the following questions:

1. How does procrastination impact academic performance in senior high school students?

2. How does the use of technology contribute to procrastination among senior high school

students?

3. What strategies can be effective in reducing procrastination in senior high school students

SCOPE AND DELIMITATION

The scope of studying procrastination among students involves examining the various factors,

behaviors, and consequences associated with this phenomenon. It encompasses investigating

the underlying causes of student procrastination, such as poor time management skills,

perfectionism, task aversion, or lack of self-regulation. Research may explore different

academic settings, grade levels, and subject areas to gain a comprehensive understanding of

how procrastination manifests in various educational contexts. However, it is important to

acknowledge the delimitations of such research. Firstly, the study may focus primarily on the

academic aspect of student procrastination, neglecting its impact on other areas of their lives.

Secondly, individual differences and personal factors, such as motivation levels, self-esteem,
and learning styles, may influence procrastination tendencies but might not be extensively

explored within the scope of the study. Thirdly, the research may be limited to self-report

measures, which rely on students' subjective perceptions and may be subject to biases or

inaccuracies. The study's generalizability may be limited to the specific sample population,

geographic location, or cultural context under investigation. Findings may not be universally

applicable to all students across different educational systems or cultural backgrounds.

Despite these delimitations, studying procrastination among students provides valuable

insights into the challenges they face, enabling the development of interventions, strategies,

and support systems to help students overcome procrastination tendencies and achieve

academic success.

SIGNIFICANCE OF THE STUDY

Students: Understanding the causes and consequences of procrastination among students is

crucial as it can impact their academic performance, well-being, and future success. By

studying procrastination, researchers can identify effective strategies and interventions to help

students overcome this habit, improve time management skills, enhance motivation, and

foster better learning outcomes.

Parents: Research on procrastination can be valuable for parents in supporting their children's

academic journey. By understanding the factors that contribute to procrastination, parents can

provide appropriate guidance, create effective routines, and cultivate a supportive

environment that encourages their children to stay focused, manage their time effectively, and

complete tasks in a timely manner.

Teachers: Procrastination among students can pose challenges for teachers in terms of lesson

planning, assignment deadlines, and maintaining a productive classroom environment. By

studying procrastination, teachers can gain insights into the underlying causes and implement
strategies to help students overcome it. This may involve providing structured guidance,

setting realistic goals, and fostering a classroom culture that promotes self-discipline and time

management skills.

School Administrators: Procrastination among school administrators can have significant

implications for the overall functioning of an educational institution. By studying the causes

and effects of procrastination in this context, administrators can identify areas where

improvements are needed. This research can lead to the implementation of strategies to

enhance decision-making processes, improve time management, optimize resource allocation,

and promote effective leadership. Ultimately, addressing procrastination among school

administrators can contribute to a more efficient and successful educational institution.

Review of Related Literature

Academic achievement is the dependent variable, time management is the mediator, social

media is the moderator, and procrastination is the independent variable. Academic

performance and procrastination are significantly correlated because students who wait until

the last minute to complete assignments usually end up failing.

There are two type of procrastination i.e. passive and active procrastination. Active

procrastination is the purposeful delay to do a task( Pinxten et al., 2019).Active

procrastination contributed to goal attainment within a two-week deadline, while passive

procrastination did not. Participants having high active procrastination have dependable

temperament, and well-developed character and higher emotional intelligence. Active

procrastination is planned, purposeful time-management and self-management

strategy( Zohar,Shimone, & Hen,2019). Passive procrastination is the voluntary delay to

accomplish a task (Dobson,2017).Academic performance is our grades and achievements

an individual has achieved an educational goal (Vedel & Poropat, 2017). Academic

performance is indirectly related to procrastination people who tend to procrastinate less have

better academic performance than ones who procrastinate more. Active procrastinators

achieve more academic goals than passive procrastinators. Social media( WhatsApp,

Facebook & Instagram) are commonly used by every individual nowadays from children to

old age people time management. Academic procrastination is one area of student behavior

that has been widely studied and is affecting half of the student population (Rosental &

Carlbring, 2014). Solomon and ( Rothblum 1984) defined academic procrastination as

pervasive and permanent desire on the part of learners to postpone academic activities, which

almost always is accompanied by anxiety. Binder (2000) expanded the definition and

described academic procrastination as “any academic task that is delayed or avoided as a

result of the discrepancy between intention and actual behavior to the extent that it produces

negative affect in the procrastinator.” Steel’s 2007 report that 80-95% of college students

procrastinate attracted significant interest and further research into undergraduate student

characteristics of procrastination in submitting academic assignments. Steel defined

procrastination as the intentional delay of an intended action despite an awareness of negative

outcomes (2007). He defined it as a voluntary but irrational delay of an intended course of

action, with non-beneficial consequences (Steel, 2007). This delay may be intentional,

incidental and/or habitual but significantly affects learning and achievement of university

students (Hussain & Sultan, 2010). This study extends the authors’ previous research (Jones

& Blankenship, 2019) and seeks to further understand the extent of the link between the

timing of student submission of online assignments and the academic performance or quality

of that submission. For many students, academic procrastination is associated with

work, lack of knowledge, time pressure, dropout and lengthened course of study.

Procrastination, voluntarily delaying tasks despite expecting to be worse off (Steel, 2007), is

common among students. Conservative estimates indicate that at least half of all students

habitually procrastinate tasks that are important to them, such as reading for exams, writing

term papers, and keeping up with weekly assignments (Solomon and Rothblum, 1984; Tice

and Baumeister, 1997; Pychyl et al., 2000; Schouwenburg, 2004; Steel, 2007). Consequences

are negative, both for academic performance and retention (Ellis and Knaus, 1977; Klassen et

al., 2008; Zarick and Stonebraker, 2009; Grau and Minguillon, 2013; Kim and Seo, 2015) as

well as for health and well-being (Flett et al., 1995; Tice and Baumeister, 1997; Stöber and

Joormann, 2001; Sirois, 2014).

Despite the possibility that academic environments may contribute significantly to this

situation, the majority of research efforts to clarify mechanisms involved in procrastination

has focused on individual variables related to personality, motivation, affect, and others (for

reviews, see van Eerde, 2003; Steel, 2007; Klingsieck, 2013). The present paper takes a

different view, focusing on situational, social, contextual, cultural, and organizational factors

common in academic environments. Based on the procrastination literature, we present a

selection of such factors and show how they increase the probability of procrastination.

Negative effects may be general in that most students suffer. Often, however,

“procrastination-friendly” factors may also affect students differentially, those being prone to

procrastination in the first place being particularly vulnerable (e.g., Nordby et al., 2017;

Visser et al., 2018). Thus, ideas on how to address these factors to make the academic

environment more “procrastination-unfriendly” are important.

as important examples rather than an exhaustive list. For each factor, we link it to common

features of academic environments, providing examples and other forms of documentation to

demonstrate its significance in facilitating procrastination. We then formulate specific advice

on how the negative influence of each factor may be alleviated or remedied by relatively

simple structural, organizational, and educational measures.

Obviously, the problem of procrastination affects many students in secondary schools in

Nigeria . However, many students do not know that their inability to read is problem of

postponing their time to studies, but they are engaged more on pleasurable things in which

they can not benefits from it .Moreover , the students who studies their books perform better

than those who are not serious. (Thomas 2014) Laeus ( 2015) explains that the

procrastination is avoidance of doing a task that needs to be accomplished. He further states

that procrastinate is the process of doing more pleasurable things in place of less

pleasurable ones, or carrying out less urgent tasks instead of more urgent ones, thus putting

off impending tasks to a later time.

However, the procrastination serves as a major problem which contributes to poor reading

and inability of the students to read and understanding in post –primary education in Nigeria

today . Moreover, it affects the reading culture among the students only few students are

reading and perform well , even this contributes the eagerness of the students who involve in

examinations
 CHAPTER III. Methodology

This chapter reveals the methods of research to be employed by the researcher in conducting

the study which includes the research design, population of the study, research instrument,

data gathering procedures, and data analysis.

RESEARCH DESIGN

The researcher used quantitative methodologies to create this study. In an effort to support

and fulfill the study's aims, the researcher made an effort to find solutions to the previously

mentioned issue. Similarly, it also made an effort to understand the many influences on their

way of life.

RESPONDENTS/PARTICIPANTS
The study's sample consists of senior high school students enrolled in Jaclupan National High

School for the academic year 2024. One of the essential procedures to ensure the success of

this study. Thirty (30) respondents from Jaclupan National High School in Barangay Jaclupan

make up the selected respondents.

RESEARCH INSTRUMENT

The questionnaire was used as the main data-gathering instrument. The questionnaire

contains of 15 questions. The questionnaires will be distributed to the respondent.

DATA GATHERING PROCEDURE

After confirming the validity and reliability of the data collection methods, creating study-

appropriate questions, and making any required adjustments to the selected respondent. The

thirty (30) surveys that were provided will be satisfactorily filled up and sent back. According

to the agreement reached by the researchers and the respondents, their corresponding answers

to the questions are therefore retained. The data collected was arranged and tallied in line

with the outcome of the statistical analysis carried out. At this point, a statistical consultant's

services were required.

DATA ANALYSIS

Using the collected data, a data analysis strategy would include several steps that would lead

to the study's conclusions regarding the impact of procrastination. The steps that need to be

followed are as follows:

1. A summary of the data's numbers. This would be accomplished by calculating a total based

on a respondent's specific response to survey questions, which would use frequency and

percentage.
2. Analyzing the compiled data mathematically and statistically utilizing the ranking and

weighted males.

3. The hypothesis pertaining to our issue will be determined by verbal interpretation of the

produced outcome.

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