CHAPTER 2

Research Design

This study will use a quantitative research methodology, as many researchers favor this

approach for investigating relationships between variables. According to Mohajan

(2020), quantitative research explores and examines the structure of research, focusing

on the proper use and components, and aims to measure specific factors like attitudes,

opinions, and behaviors. It also seeks to generalize findings from a sample population

by collecting and analyzing numerical data.

In this research, we will measure the level of procrastination and its impact on the

mental health of STEM students at Mati Doctors Academy. Surveys will be the primary

tool for data collection, using standardized questionnaires that include scales for

assessing procrastination habits and mental health indicators like stress, anxiety, and

depression.

Research Locale

This study will be conducted at Mati Doctors Academy, a private school located along

the National Highway in Barangay Dahican, Mati City, Davao Oriental. Mati Doctors

Academy is a well-respected educational institution known for its strong commitment to

academic excellence and holistic student development. The academy offers a variety of

senior high school programs, including the Science, Technology, Engineering, and

Mathematics (STEM) strand, designed to prepare students for higher education and

future career paths.

The selection of Mati Doctors Academy as the research locale provides a meaningful

context for investigating the impact of procrastination on the mental health of Grade 11

and 12 STEM students. This specific setting allows the study to focus on a group of

learners who are often exposed to high academic demands and pressures, making

them a relevant population for examining procrastination behaviors and mental health

outcomes. By conducting the research within this institution, the study aims to gather

valuable insights that can contribute to a better understanding and addressing the

challenges faced by STEM students in managing their academic responsibilities and

mental well-being.

Figure 3. Mati Doctors Academy

Research Respondent

The table below represents the total number of respondents in this study. The

reliability of the research findings relied on the authenticity of the respondents' answers.

STEM STUDENTS TOTAL NUMBERS OF RESPONDENTS

Grade 11 113
Grade 12 60
TOTAL 173
Table 1. List of Grade 11- and 12-year STEM students

The study encompassed the students from Mati Doctors Academy as the

respondents: They provided input for the entire population. To gain their participation,

consent and explanations regarding the importance of this were made to persuade and

motivate them to offer their time.

Data Collection

This study will utilize a quantitative research approach, focusing on gathering numerical

data to measure the levels of procrastination and its impact on the mental health of

STEM students at Mati Doctors Academy. The primary method of data collection will be

a structured survey questionnaire.

The survey will be distributed to a sample of Grade 11 and 12 STEM students through

printed copies or online forms, depending on the school’s current protocols. Before the

distribution of the survey, the researchers will secure permission from the school

administration and obtain informed consent from the participants to ensure ethical

compliance.
Data will be collected using a questionnaire designed to assess the impact of

procrastination on the mental health of STEM students at Mati Doctors Academy. The

researchers will personally retrieve the completed surveys to ensure the collection of all

responses and to address any concerns immediately. All data will be anonymized,

securely stored, and meticulously recorded to uphold confidentiality and maintain the

accuracy of the results, thereby ensuring the ethical integrity of the research process.

Research Instrument

The questionnaire was divided into three different parts. Part 1 was the

respondent's profile. It includes the age, sex, religion, and year level. Part 2 was

about procrastination. task difficulty, perceived control, time management skill, fear

of failure, motivation, and goal. Part 3 assessed mental health. It includes stress,

anxiety, depression, and self-esteem.

A.1: Respondents' Profile

Basic demographic information was collected, including age, sex, year level, and

religion. This data helped contextualize the responses and analyze trends across

different groups.

A.2: Level of Procrastination

This section evaluated the impact of procrastination of students through sub-

dimensions: task difficulty, perceived control, time management skill, fear of failure,

motivation, and goal. Statements for each sub-dimension are rated by the respondents

according to the provided Likert scale.

 Range of Means Descriptive Level Interpretation
3.26 – 4.00 Strongly Agree This means that the extent of
procrastination among Grade
STEM students of Mati Doctors
Academy is highly observed in
all aspects.
2.51 – 3.25 Agree This means that the extent of
procrastination among Grade 11
and 12 STEM students of Mati
Doctors Academy is moderately
observed in most aspects.
1.76 – 2.50 Disagree This means that the extent of
procrastination among Grade 11
and 12 STEM students of Mati
Doctors Academy is slightly
observed or rarely evident.
1.00 – 1.75 Strongly Disagree This means that the extent of
procrastination among Grade 11
and 12 STEM students of Mati
Doctors Academy is not
observed at all.

A.3: Level of Mental Health

This section assessed the mental health of students across different aspects: stress,

anxiety, depression, and self-esteem. Respondents rated their agreement with

statements reflecting their behaviors and attitudes related to these areas.

Range of Means Descriptive Level Interpretation

 3.26 – 4.00 Strongly Agree This means that the student's
experiences of stress, anxiety,
depression, and issues with self-
esteem are highly evident.
2.51 – 3.25 Agree This means that the student's
experiences of stress, anxiety,
depression, and self-esteem
issues are moderately evident.
1.76 – 2.50 Disagree This means that the student's
experiences of stress, anxiety,
depression, and self-esteem
issues are minimally evident.
1.00 – 1.75 Strongly Disagree This means that the student's
experiences of stress, anxiety,
depression, and self-esteem
issues are not evident at all.

Research Procedure

To ensure that the study was well-structured, a systematic procedure was followed.

Initially, ideas and issues observed in the surroundings were carefully considered and

presented to the research adviser for approval.

This study utilized a quantitative research design to assess the impact of

procrastination on the mental health of Grade 11 and 12 STEM students of Mati Doctors

Academy. A structured survey questionnaire was developed to collect quantifiable data

related to procrastination and mental health aspects, such as stress, anxiety,

depression, and self-esteem. The questionnaire was validated by experts to ensure its

reliability and validity.

Respondents rated their level of agreement with various statements using a Likert

scale. Clear instructions were provided to guide the respondents and ensure a

consistent understanding of each item. Adequate time was given to the participants to

complete the questionnaire.

The collected quantitative data were encoded, tabulated, and analyzed using

appropriate statistical tools. Throughout the study, ethical standards were strictly

observed. Participation was voluntary, and informed consent was obtained before data

collection. The anonymity and confidentiality of the respondents were maintained at all

times.

Statistical statement

The study employed various statistical treatments, including weighted mean, frequency,

percentage, Pearson R, and random sampling, to ensure accurate data interpretation.

These methods were used to analyze the data thoroughly and to draw meaningful

conclusions from the findings.

Weighted Mean

The weighted mean was used to determine the average responses of the participants,

considering the relative importance or weight of each rating. This method provided a

more accurate measure of the central tendency by giving greater influence to responses

with higher frequency or value.

Formula: X =Fx/N
 X is the weighted mean

F is the frequency

X is the weight of each item

N is the number of cases

Frequency

Frequency refers to the number of times a particular response or event occurs within a

dataset. In the context of this study, frequency was used to count how often specific

ratings or answers were chosen by the respondents. This allowed for a better

understanding of the distribution of responses and patterns within the data.

The frequency distribution serves as the foundation of statistical analysis and is the

initial step in examining survey data. It allows researchers to (a) arrange and summarize

the data in a table format, (b) interpret the findings, and (c) identify any outliers or

extreme values within the dataset.

Standard deviation

Standard deviation (σ) is a statistical measure that indicates the degree of variation or

dispersion in a dataset relative to the mean. A small standard deviation suggests that

the data points are concentrated near the mean, whereas a large standard deviation

implies that the data points are spread out over a wider range.
Percentage

Percentage refers to the proportion of a particular value of the total, expressed as a

fraction of 100. In statistical analysis, the percentage is used to indicate how much of a

certain response or category represents the entire dataset. It helps to quantify data in a

standardized way, making it easier to compare different groups or variables.

Formula: % =F/N

% is the percentage

F is the Frequency

N is the total number of respondents

100 is a constant value

Pearson R

The Pearson correlation coefficient (r) measures how closely two continuous variables

are related in a linear way. It shows both the direction and strength of their relationship.
If the value is positive, it means that as one variable increases, the other tends to

increase as well. If the value is negative, it means that as one variable increases, the

other tends to decrease. A value close to 0 suggests there’s no clear linear relationship

between the variables. Essentially, Pearson R helps researchers understand how a

change in one variable might be connected to a change in another, such as how

Procrastination could relate to Mental Health. The study found important correlations

using Pearson’s r. It showed a strong negative link between self-esteem and

procrastination (r = -0.59), meaning that as self-esteem decreases, procrastination

tends to increase. It also found a strong positive connection between self-esteem and

mental health (r = 0.75), indicating that higher self-esteem is associated with better

mental health. Additionally, there was a negative correlation between procrastination

and mental health (r = -0.61), meaning that higher levels of procrastination were linked

to poorer mental health (Vhatkar, K.A., 2023).

Where:

r = Pearson correlation coefficient

x = Values in the first set of data

y = Values in the second set of data

n = Total number of values.

The Pearson correlation coefficient r ranges from -1 to 1:

  0.1 to 0.3 (or -0.1 to -0.3): Weak correlation

  0.3 to 0.5 (or -0.3 to -0.5): Moderate correlation

  0.5 to 0.7 (or -0.5 to -0.7): Strong correlation

  0.7 to 1 (or -0.7 to -1): Very strong correlation

Random Sampling

Random sampling is a statistical technique in which each individual or item in a

population has an equal chance of being selected for the sample. This method ensures

that the sample is representative of the population, reducing selection bias and allowing

for generalizations to be made about the larger population (Qualtrics, 2025)

In this study, simple random sampling was used to collect data from the

population. A survey was conducted among all STEM students at Mati Doctors

Academy. Slovin’s formula was used to determine the ideal sample size for the

population.

Formula:

N
n= 2
¿¿
1 ＋ Ne ¿
¿

178
n= 2
1 ＋178(0.05 )
n=123 ¿
¿
Ethical Considerations

The study began by submitting a formal letter to the dean, requesting approval to carry

out the research. This letter outlined the purpose, methods, potential impact, and ethical

considerations, ensuring that the research process was transparent, responsible, and

accountable. It emphasized the importance of academic integrity and the relevance of

the study to the academic community.

Informed consent was thoroughly obtained from all participants. Each STEM student at

Mati Doctors Academy was given clear and detailed information about the study,

including its objectives, the procedures involved, potential risks, and expected benefits.

This thorough explanation allowed participants to make an informed decision about their

involvement, ensuring they could choose to participate voluntarily, without any form of

coercion or pressure.

The study also prioritized the protection of the rights and privacy of all participants.

Stringent measures were put in place to ensure the confidentiality of all collected data.

The data was securely stored, with access restricted to only authorized members of the

research team. To further protect the anonymity of the participants, pseudonyms were

used in all reports and publications, guaranteeing that no personal identifying

information would be shared. These ethical precautions ensured that participants'

privacy and personal data were safeguarded throughout the study, fostering a sense of

trust and respect between the research team and the participants.

RESEARCH INSTRUMENT

Understanding the Impact of Procrastination on Mental Health and in STEM

students at Mati Doctors Academy

Our research aims to investigate the impact of procrastination on the mental

health of STEM students at Mati Doctors Academy. This study seeks to understand how

procrastination affects the mental well-being of STEM students, exploring the

relationship between procrastination behaviors and potential psychological challenges

such as stress, anxiety, and reduced academic performance.

Your participation in this survey is vital, as it will offer valuable insights into how

procrastination impacts the mental health of STEM students. By sharing your personal

experiences and perspectives, you will help us gain a deeper understanding of the

connection between procrastination and mental well-being, contributing to a clearer

picture of its psychological effects

Your responses will be kept strictly confidential and used only for research purposes.

Your gift will help us develop new methods to improve and perhaps reduce

procrastination among STEM students at Mati Doctors Academy, encouraging a

positive environment and boosting the quality of the teaching-learning process.

Hopefully, the information obtained will benefit future readers as well as anyone

researching this topic.

We appreciate your taking the time to participate in this important research

project

-Researcher.

- Part I. Respondents' Profile:

- Age: ______________ Sex: ____________

- Year level: ______________ Religion: ____________

- Part II. Level of Procrastination among STEM students at Mati Doctors

Academy

Directions: Kindly answer the given statements below with the utmost honesty by

indicating the extent to which you agree or disagree with each statement. There are no

correct or incorrect responses. Put a (/) in the space provided for each item. Please do

not leave any questions unanswered.

4 – Strongly agree – This means that the extent of procrastination is highly

observed in all aspects.

3 – Agree – This means that the extent of procrastination is moderately observed

in most aspects.

2 – Disagree – This means that the extent of procrastination is slightly observed

or rarely evident.
1 – Strongly Disagree – This means that the extent of procrastination is not

observed at all.

Task Difficulty 1 2 3 4

1. I tend to delay starting tasks that seem too

difficult or complex.

2. When a task feels overwhelming, I often

put it off until the last minute.

3. The harder a task appears, the more likely I

am to procrastinate on it.

4. I prefer to work on easier tasks first and

postpone more difficult assignments.

5. Challenging tasks often make me lose

motivation to start working right away.

Perceive Control

1. I procrastinate more when I feel I have little

control over how to complete a task.

2. Feeling confident in my ability to manage a

task reduces my tendency to procrastinate.

3. When I believe a task is beyond my abilities, I

delay working on it.

4. Having clear steps to follow makes me feel

more in control and less likely to procrastinate.

5. I am more likely to procrastinate when I feel

uncertain about where to start a task.
Time Management Skill

1. Poor time management often leads me to

procrastinate on important tasks.

2. I find it hard to stick to a schedule, which

causes me to delay my work.

3. When I manage my time well, I am less likely

to procrastinate.

4. I often underestimate how long tasks will take,

resulting in procrastination.

5. Effective planning helps me avoid last-minute

cramming and delays.

Fear of Failure

1. I delay starting tasks because I am afraid, I

might fail.

2. Fear of making mistakes often causes me to

procrastinate.

3. I avoid working on assignments when I doubt

my ability to succeed.

4. Worrying about not meeting expectations leads

me to put off tasks.

5. Fear of failure makes it harder for me to stay

motivated and focused.

Motivation and goal

1. I am more likely to procrastinate when I feel

unmotivated to complete a task.

2. Having clear goals helps me stay focused and

avoid procrastination.
 3. When I lack interest in a task, I tend to delay
doing it.

4. Setting specific and achievable goals reduces

my tendency to procrastinate.

5. I find it hard to start working when I don't see

the value or purpose of a task.

Part III. Level of Mental Health among STEM Students of Mati Doctors.

Directions: Kindly answer the given statements below with utmost honesty by indicating

the extent to which you agree or disagree with each statement. There are no correct or

incorrect responses. Put a (/) in the space provided for each item. Please do not leave

any questions unanswered.

Stress 1 2 3 4

1. I feel stressed when deadlines are approaching

because I have delayed my work.

2. Procrastinating on tasks increases my feelings

of anxiety and pressure.

3. I often experience stress due to last-minute

efforts to complete assignments.

4. The more I procrastinate, the more

overwhelmed and stressed I feel.

5. I notice that putting off my responsibilities

negatively affects my emotional well-being.

Anxiety

1. I feel anxious when I think about the tasks I

have delayed.
 2. Procrastinating makes me worry excessively
about my performance.

3. The pressure from unfinished tasks often

causes me to feel nervous or uneasy.

4. Anxiety increases when I realize I have limited

time left because of procrastination.

5. I sometimes avoid tasks altogether because the

thought of failing gives me anxiety.

Depression

1. Procrastinating on important tasks often makes

me feel hopeless or discouraged.

2. I feel down or depressed when I think about the

responsibilities I have neglected.

3. Delaying my work sometimes makes me lose

interest in activities I usually enjoy.

4. I experience feelings of sadness or a low mood

when I struggle to complete tasks on time.

5. Procrastination has contributed to feelings of

worthlessness or failure.

Self-esteem

1. Procrastinating makes me feel less confident

in my abilities.

2. When I delay tasks, I often feel disappointed

in myself.

3. My self-esteem drops when I fail to complete

my responsibilities on time.

4. I sometimes doubt my skills and worth

because I tend to procrastinate.

5. Finishing tasks late makes me view myself

more negatively.