CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION (Ghian Ken U. Orquiola)

Studying is essentially about immersing oneself in the realm of knowledge,

refining skills, and nurturing personal growth. Whether through formal education

or self-directed learning, the objective remains consistent: to broaden horizons

and deepen understanding. This process entails systematically exploring various

subjects and disciplines, fostering critical thinking, and methodically absorbing

information. It is not merely about memorizing facts but comprehending concepts

and their practical applications.

However, amidst this noble pursuit of knowledge, lurks a formidable

adversary - procrastination. This prevalent tendency to delay or defer tasks

poses a significant hurdle to effective studying. Particularly pervasive in

academic settings, procrastination surfaces when confronted with daunting

responsibilities like exam preparation, completing assignments, or conducting

research. Despite awareness of its detrimental effects, many fall prey to its allure.

The consequences of academic procrastination are extensive and

damaging. It not only delays productivity and progress but also fuels heightened

levels of stress and anxiety. Moreover, procrastination inevitably leads to a

decline in academic performance, as delayed tasks accumulate, resulting in

overwhelming workloads and compromised learning outcomes.

Overcoming academic procrastination necessitates a multifaceted

approach. It commences with cultivating self-awareness regarding

procrastination tendencies. Understanding the reasons behind procrastination is

pivotal to devising effective strategies to combat it. Additionally, implementing

time management techniques is crucial. Learning to prioritize tasks and allocate

time judiciously assists individuals in staying on top of their academic

responsibilities. Furthermore, cultivating discipline and motivation is essential to

counteract the allure of procrastination and foster a proactive attitude toward

academic pursuits.

By confronting academic procrastination head-on, individuals can unlock

their full potential and actively engage in their studies. With self-awareness,

strategic time management, and unwavering determination, one can transcend

the constraints of procrastination and embark on a journey of academic

excellence and personal growth. It is about taking charge of one's academic

journey and realizing educational aspirations.

BACKGROUND OF THE STUDY (Prince Amiel DR. Delgado)

Procrastination is the act of unnecessarily postponing decisions or

actions. For example, if someone delays working on an assignment until right

before its deadline for no reason, despite intending to work on it earlier, that

person is procrastinating. It is also associated with a variety of dangers and

negative effects, including worse academic performance, reduced well-being,

and worse mental and physical health.

Furthermore, many of these issues are connected with one another, which

means that they tend to occur together, and that some of them can cause to

others. For example, procrastination can lead to mental health issues such as

stress, which in turn can lead to issues such as reduced well-being, worse

physical health, and worse academic and job performance.

Understanding the dangers of procrastination is important, because it can

help them identify when and how procrastination is negatively affecting someone,

including them and because being aware of these issues can increase their

confidence and motivation to overcome procrastination

For students, procrastination is associated with a wide range of academic

issues, such as worse exam scores, worse grades, having to repeat

assignments, increased course failures, longer study duration, and an increased

likelihood of dropping out rather than graduating.

These issues are associated with the fact that procrastination tends to

consume a lot of the students’ time, as students often report that procrastination

occupies over a third of their daily activities, usually in the form of behaviors such

as sleeping, watching TV, or playing video games.

Academic procrastination has been found most widespread when writing

term papers, studying for examinations, and completing weekly assignments

(Solomon and Rothblum, 1984). This is a common issue among students, often

resulting from overwhelming workloads or lack of proper starting techniques. This

delay can lead to stress and lower grades if not addressed properly.

The purpose of this research is to determine how procrastination affects

students’ grades and overall academic performance. Examples of procrastination

behaviors include putting off studying or finishing homework. Through a study of

this connection, the researcher aims to provide information on the basic reasons

for academic procrastination and suggest helpful strategies or techniques that

can assist students in overcoming their procrastinating habits and achieving

greater academic achievement.

RESEARCH OBJECTIVES (Reign Jhyzrelle E. Largado)

The purpose of the study is to explore the negative effects and to identify

an effective solution for addressing this type of issue. This issue can lead to

several negative effects, including poor academic performance, increased stress

levels, and decreased self-esteem. It is important to avoid procrastination

because of its negative effect to everyone, especially among grade 8 students. At

this age, teenagers are still developing their thinking skills and habits, and if they

are regularly affected by procrastination, it may become a long-term problem that

persists into adulthood that is why this problem needs to be solved while they are

still young.

This study aims to help grade 8 students overcome procrastination habits

at an early age, because procrastination may have negative effects in their adult

lives. The study seeks to show that procrastination is harmful to personal and

professional growth, and may significantly hinder progress in their life, especially

for teenagers. The study also aims to provide students with some

recommendations to overcome procrastination and develop positive habits that

will benefit them in their lives.

Because of these effects, the researchers chose this topic to find effective

solutions that can help those students who struggle with procrastination.

REVIEW OF RELATED LITERATURE (Reign Jhyzrelle E. Largado)

 In this chapter, the researchers will discuss various studies that are highly

relevant to the topic. These studies will provide insight into the experiences of

certain students who have encountered difficulties with academic procrastination,

and how this behavior has affected their academic performance.

LOCAL STUDY
According to Alih and Alvarez (2021), in their study “Academic

Procrastination: Its Effect on the Learning Productivity of senior high school

students in Mindanao State University-Sulu”, most of the students agreed that

the effect of procrastination on the students’ learning productivity made them feel

like they were pressured with the tasks they could not think about properly, which

got the highest obtained mean of 3.88. According to the study, the participants

reported experiencing pressure due to procrastination in their academic tasks.

Procrastination, which is delaying important tasks until the last minute, leads to

feelings of anxiety and stress, which further exacerbates the negative impact of

academic procrastination. This study highlights the harmful effects of

procrastination on academic performance and emphasizes the need to adopt

effective strategies to overcome this tendency.

FOREIGN STUDY

Based on the study of Janssen and Carton (1999), “The effects of locus of

control and task difficulty on procrastination”, forty-two college students

answered a survey about the academic locus of control and it was revealed that

some students with an internal locus of control completed and returned the

assignment sooner than students with an external locus of control. Students

need to develop internal control, which means having a sense of personal

responsibility for their behavior. On the other hand, students who have an

external locus of control tend to believe that what happens to them is simply a

matter of luck. They may ignore their homework or other activities, saying things

like "whatever happens, happens" or "fate will take care of it." Unfortunately, this

kind of thinking can lead to neglecting studies, relying on fate, and ultimately,

procrastination. When students are distracted, they often neglect their studies,

which can damage their academic performance.

 As stated in the study of Gargari et al. (2011), “Academic Procrastination:

The Relationship Between Causal Attribution Styles and Behavioral

Postponement”, they discovered that procrastinators fail to accomplish self-

regulation compared with normal students. The capacity to understand and

handle a behavior, as well as one’s responses to emotions and external events,

is known as self-regulation. Having self-regulation is important to everyone,

especially students. Procrastination makes it more difficult for students to study

well because it is also a way for students to lose self-regulation.

FOREIGN LITERATURE

Sirois and Pychyl (2016) defined procrastination as an essential failure in

self-regulation that results in the mismanagement of emotional states. This

causes a significant impact on one’s actions, thoughts, and emotions, making it

harder for him/her to control him/herself and comprehend him/her behavior. In

simpler words, procrastination is not just about putting off a task, but rather a

complex issue that involves various psychological factors such as anxiety and

depression.

STATEMENT OF THE PROBLEM (Rian Kirsten G. Bueza)

The study aims to firstly determine the student’s academic procrastination

to the Grade 8 Students of Binangonan Catholic College.

It specifically aims to respond to the following question.

1. What are the profile of respondents in terms of:

1.1 age: and

1.2 sex

2. What are the effects of academic procrastination to the Grade 8 students with

respect to:

2.1 mental health

2.2 physical health: and

 2.3 poor academic performance?

3. Is there a significant difference between the effects of procrastination and

academic performance of Grade 8 students with regard to their profile?

4. What are the action plan to avoid the effects of academic procrastination on

students?

DEFINITION OF TERMS (Rian Kirsten G. Bueza)

The following is the terms that needs to be clear so researchers have

better understanding of the word

Anxiety. A feeling of apprehensive uneasiness or nervousness.

Aspirations. Ambitions, goals, or desires for achieving something.

Deadline. A set time or date by which a project, task, or assignment must

be finished; it acts as an outlet to help people prioritize their work and stop

putting it off.

Exam. A test of a student's knowledge or skill in a particular subject.

Failure. A lack of success or the inability to meet an expectation.

Fear of Failure. An unfair or unjust anxiety that results in procrastination

as a coping strategy due to the possibility of making mistakes, not meeting

expectations, or experiencing bad outcomes.

High Stress Level. Is a heightened mental or emotional tension often

caused by external pressures.

Homework. A task that is given to a student to be completed outside the

regular class period.

Locus of control. An individual's perception about the underlying main

causes of events in his/her life.

Neglect. To fail to give due care, attention, or time to.

 Poor Performance. Refers to a situation where an individual or entity fails

to meet established standards, expectations.

Procrastination. An act of delaying or postponing duties or tasks,

specifically one that call for quick attention or fulfillment. It involves avoiding or

delaying duties even while one is aware that doing so could have unfavorable

effects, like increased stress, missed deadlines, or decreased productivity.

Psychological. Related to mental and emotional aspects.

Self-esteem. Our unconscious beliefs about our worth, lovability, value,

and capability.

Self-regulation. The ability to understand and manage your behaviour

and your reactions to feelings and things happening around you.

Stress. A state of worry or mental tension.

 CHAPTER 2

RESEARCH METHODOLOGY

RESEARCH DESIGN (by: Ghian Ken U. Orquiola)

Quantitative research is fundamentally about using statistics to understand

and examine many areas of the universe. When we plan this type of research,

we begin by determining what specific variables we want to measure and

examine. Then we look at how we will collect all of that information. Surveys,

experiments, and analyzing existing data may all be part of this.

Once we have all of the information, we must figure out how to make

sense of it. This is where the analysis comes in. We utilize statistical approaches

to calculate the numbers and search for relationships or patterns between

variables.

Overall, quantitative research is a systematic approach to examining the

world with statistics.

SETTING OF THE STUDY (by: Ghian Ken U. Orquiola)

In the town of Binangonan, there's a school called Binangonan Catholic

High School (BCHS) that started back in 1947. A priest named Rev. Fr. Martin

Strong began it to teach high school students. At first, only 200 kids went there,

and they could only study up to second grade. Later on, they added classes for

third and fourth years. In 2006, BCHS joined another school called Sta. Ursula

Parish School. They became one big school called Binangonan Catholic College.

This made it easier for kids to go from elementary school to high school. Then, in

2016, Binangonan Catholic College started teaching Grade 11 and 12 classes

too, following a new plan called the K–12 Curriculum. Today, Binangonan

Catholic College is a place where students learn and grow in Binangonan.

The research at Binangonan Catholic College highlights Grade 8

students' diverse contributions to the school community through a survey. It

covers academics, extracurricular activities, community service, and leadership.

Participation is voluntary and confidential, with ethical considerations in place.

The outcomes will guide future initiatives to improve the educational experience,

emphasizing collaboration and student input.

SUBJECT OF THE STUDY (by: Jayvee DG. Rivera)

The respondents regarding this study are the students in grade 8 at

binangonan catholic college, consisting of 312 respondents from the eight

section.

The total population of each section consists of forty (40) students in St.

Ambrose of Milan and St. Jerome. With thirty-nine (39) students in St. Clement of

Rome, St. Ireneaus of Lyon, St. John Chrysostom, St. Lawrence of Brindisi, and

St. Therese of Lisieux. (37) Thirty-seven students in St. Basil the Great. Thus, a

total of (312) three hundred twelve respondents.

STATISTICAL TREATMENT (by: Jayvee DG. Rivera)

 CHAPTER 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 1
The Profile, Frequency, and percentage of the Respondents in Terms of
Age

Age Frequency Percentage Rank

13 yrs old 130 42% 1

14 and above 182 58.33% 2

Total 312

Table 2

The Profile, Frequency, and percentage of the Respondents in Terms of

Sex

Sex Frequency Percentage Rank

Female 158 51% 2

Male 154 49% 1

Total 312

Table 3
Computed Weighted Mean in the Effects of Student's Academic
Procrastination to the Grade 8 Students of Binangonan Catholic College
with respect to Mental Health
MENTAL HEALTH
Average Verbal Rank
Interpretation
1.I feel overwhelmed
when I have many 3.853 Often 1
activities to do.
2.I feel pressured when I
procrastinate. 3.599 Often 3
3.I feel like
procrastination made me 3.564 Often 4
feel like I am in a tough
situation
4.I feel anxious when I
have unfinished activities. 3.833 Often 2
5.I do not feel motivated
when I’m doing my 3.071 Sometimes 5
activities.
Weighted Mean
3.584 Often

Table 4
Computed Weighted Mean in the Effects of Student's Academic
Procrastination to the Grade 8 Students of Binangonan Catholic College
with respect to Physical Health
PHYSICAL HEALTH
Average Verbal Rank
Interpretation
1.I stay up late to finish
my tasks because of 3.747 Often 1
procrastination.
2.I experience headaches
due to prolonged periods 2.978 Sometimes 5
of procrastination
3.I feel like
procrastination made me 3.247 Sometimes 3
feel like I am in a tough
situation
4.I feel I do not have the
energy to do my activities. 3.288 Sometimes 2
5.I do not have enough
time to exercise or to do
some physical activities 3.208 Sometimes 4
because I tend to
procrastinate.

Weighted Mean 3.294 Sometimes

Table 5
Computed Weighted Mean in the Effects of Student's Academic
Procrastination to the Grade 8 Students of Binangonan Catholic College
with respect to Poor Academic Performance
POOR ACADEMIC
PERFORMANCE Average Verbal Rank
Interpretation
1.I get distracted while
studying or doing 3.699 Often 1
assignments.
2.I missed the deadline of
my activities due to 3.010 Sometimes 5
procrastination.
3.I tended to do my
school activities at the 2.436 Often 2
last minute because of
procrastination.
[Link] makes it
hard to focus on lesson. 3.199 Sometimes 3
5.I procrastinate on
academic task even 3.147435897 Sometimes 4
though I know that it may
lead to poor grades.

Weighted Mean 3.298 Sometimes

Table 6
Result of T-test on the Computed Weighted Mean in the Effects of Student's
Academic Procrastination to the Grade 8 Students of Binangonan Catholic
College with respect to Mental Health
MENTAL HEALTH
Average Rank Average Rank Decision
of of
13 years 14years
old and
above
1.I feel overwhelmed
when I have many 3.907 1 3.813 1 ACCEPTED
activities to do
2.I feel pressured
when I procrastinate. 3.676 3 3.544 3 ACCEPTED
3.I feel anxious
when I have 3.615 4 3.5275 4 ACCEPTED
unfinished activities.
4.I feel anxious
when I have 3.9 2 3.785 2 ACCEPTED
unfinished activities
5.I do not feel
motivated when I’m 3.03 5 3.0989 5 ACCEPTED
doing my activities.

TABLE 7

Results of T-test on the Effects of Academic Procrastination on Grade 8

Students of Binangonan Catholic College with respect to Physical Health
in terms of Age
PHYSICAL HEALTH Average Rank Average of Rank Decision
of 13 14 years
years old old and
above
1.I stay up late to finish 3.776 1 3.725 1 ACCEPTED
my tasks because of
procrastination.

2. I am skipping my meals 3 5 2.961 5 ACCEPTED

to finish my activities
because of
procrastination.
3. I experience headaches 3.362 2 3.164 4 ACCEPTED
due to prolonged periods
 of procrastination.
4. I feel I do not have the 3.223 3 3.335 2 ACCEPTED
energy to do my activities.
5. I do not have enough 3.215 4 3.203 3 ACCEPTED
time to exercise or to do
some physical activities
because I tend to
procrastinate.

TABLE 8

Results of T-test on the Effects of Academic Procrastination on Grade 8

Students of Binangonan Catholic College with respect to Poor Academic
Performance in terms of Age
POOR ACADEMIC Average Rank Average of Rank Decision
PERFORMANCE of 13 14 years
years old old and
above
1.I get distracted 3.646 1 3.736 1 ACCEPTED
while studying or
doing assignments.
2. I missed the 2.838 5 3.132 5 ACCEPTED
deadline of my
activities due to
procrastination.
3. I tended to do my 3.215 3 3.593 2 ACCEPTED
school activities at
the last minute
because of
procrastination.
4. Procrastination 3.292 2 3.132 4 ACCEPTED
makes it hard to
focus on lesson.
5. I procrastinate on 3.153 4 3.153 3 ACCEPTED
academic task even
though I know that it
may lead to poor
grades.

TABLE 9

Results of T-test on the Effects of Academic Procrastination on Grade 8

Students of Binangonan Catholic College with respect to Mental Health in
terms of Sex
MENTAL HEALTH Average Rank Average of Rank Decision
of Female Male
1. I feel 3.897 2 3.905 1 ACCEPTED
overwhelmed when I
have many activities
to do.
2. I feel pressured 3.649 3 3.56 3 ACCEPTED
when I procrastinate.
3. I feel like 3.605 4 3.531 4 ACCEPTED
procrastination made
me feel like I am in a
tough situation.
4. I feel anxious 3.883 1 3.794 2 ACCEPTED
when I have
unfinished activities.
5. I do not feel 3.029 5 3.102 5 ACCEPTED
motivated when I’m
doing my activities.

TABLE 10

Results of T-test on the Effects of Academic Procrastination on Grade 8

Students of Binangonan Catholic College with respect to Physical Health
in terms of Sex
PHYSICAL HEALTH Average Rank Average of Rank Decision
Female Male
1.I stay up late to finish 3.81 1 3.697 1 ACCEPTED
my tasks because of
procrastination.

2. I am skipping my 3.014 5 2.948 5 ACCEPTED

meals to finish my
activities because of
procrastination.
3. I experience 3.364 2 3.154 4 REJECTED
headaches due to
prolonged periods of
procrastination.
4. I feel I do not have the 3.233 3 3.331 2 ACCEPTED
energy to do my
activities.
5. I do not have enough 3.226 4 3.194 3 ACCEPTED
time to exercise or to do
some physical activities
because I tend to
procrastinate.
 TABLE 11

Results of T-test on the Effects of Academic Procrastination on Grade 8

Students of Binangonan Catholic College with respect to Poor Academic
Performance in terms of Sex
POOR ACADEMIC Average Rank Average of Rank Decision
PERFORMANCE of Female Male
1.I get distracted while 3.613 1 3.765 1 ACCEPTED
studying or doing
assignments.
2. I missed the deadline 2.824 5 3.154 4 ACCEPTED
of my activities due to
procrastination.
3. I tended to do my 3.248 3 3.579 2 ACCEPTED
school activities at the
last minute because of
procrastination.
4. Procrastination 3.27 2 3.142 5 ACCEPTED
makes it hard to focus
on lesson.
5. I procrastinate on 3.124 4 3.165 3 ACCEPTED
academic task even
though I know that it
may lead to poor
grades.
 TABLE 8

Results of T-test on the Effects of Academic Procrastination on Grade 8

Students of Binangonan Catholic College with respect to Poor Academic
Performance in terms of Age
POOR ACADEMIC Average Rank Average of Rank Decision
PERFORMANCE of 13 14 years
years old old and
above
1.I get distracted while 3.646 1 3.736 1 ACCEPTED
studying or doing
assignments.
2. I missed the deadline 2.838 5 3.132 5 ACCEPTED
of my activities due to
procrastination.
3. I tended to do my 3.215 3 3.593 2 ACCEPTED
school activities at the
last minute because of
procrastination.
4. Procrastination 3.292 2 3.132 4 ACCEPTED
makes it hard to focus
on lesson.
5. I procrastinate on 3.153 4 3.153 3 ACCEPTED
academic task even
though I know that it
may lead to poor
grades.

TABLE 9
 Results of T-test on the Effects of Academic Procrastination on Grade 8
Students of Binangonan Catholic College with respect to Mental Health in
terms of Sex
MENTAL HEALTH Average Rank Average of Rank Decision
of Female Male
1. I feel overwhelmed 3.897 2 3.905 1 ACCEPTED
when I have many
activities to do.
2. I feel pressured 3.649 3 3.56 3 ACCEPTED
when I procrastinate.
3. I feel like 3.605 4 3.531 4 ACCEPTED
procrastination made
me feel like I am in a
tough situation.
4. I feel anxious when 3.883 1 3.794 2 ACCEPTED
I have unfinished
activities.
5. I do not feel 3.029 5 3.102 5 ACCEPTED
motivated when I’m
doing my activities.
PHYSICAL HEALTH Average Rank Average of Ran Decision
Female Male k
1.I stay up late to finish my tasks 3.81 1 3.697 1 ACCEPTED
because of procrastination.

2. I am skipping my meals to 3.014 5 2.948 5 ACCEPTED

finish my activities because of
procrastination.
3. I experience headaches due 3.364 2 3.154 4 REJECTED
to prolonged periods of
procrastination.
4. I feel I do not have the energy 3.233 3 3.331 2 ACCEPTED
to do my activities.
5. I do not have enough time to 3.226 4 3.194 3 ACCEPTED
exercise or to do some physical
activities because I tend to
procrastinate.

TABLE 10

Results of T-test on the Effects of Academic Procrastination on Grade 8

Students of Binangonan Catholic College with respect to Physical Health
in terms of Sex
 TABLE 11

Results of T-test on the Effects of Academic Procrastination on Grade 8

Students of Binangonan Catholic College with respect to Poor Academic
Performance in terms of Sex
POOR ACADEMIC Average Rank Average of Rank Decision
PERFORMANCE of Female Male
1.I get distracted while 3.613 1 3.765 1 ACCEPTED
studying or doing
assignments.
2. I missed the deadline 2.824 5 3.154 4 ACCEPTED
of my activities due to
procrastination.
3. I tended to do my 3.248 3 3.579 2 ACCEPTED
school activities at the
last minute because of
procrastination.
4. Procrastination 3.27 2 3.142 5 ACCEPTED
makes it hard to focus
on lesson.
5. I procrastinate on 3.124 4 3.165 3 ACCEPTED
academic task even
though I know that it
may lead to poor
grades.

TABLE