1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Academic Procrastination can be defined as the tendency to delay intended academic

tasks, even though this may result in negative consequences (e.g. Simpson and Pychyl 2009;

Steel 2007).

Procrastination is a very common behavior amongst High School Students, who face

multitude of school works such as examinations, assignments and research projects. It had

been a go-to choice for them as school works can be overwhelming. Academic

Procrastination plays a huge role on the students Academic Performance. It can be

intentionally done or not, but still significantly affects their learnings and achievements, in

general. As cited by Irshad Hussain and Sarwat Sultan on their research work entitled

Analysis of Procrastination among University Students, Steel (2008) pointed out that

procrastination effects the self-efficacy and self-actualization, distractibility, impulsiveness,

self-control and organizational behavior of the students. It makes students lazy and

unproductive that can make the task given unfulfilled.

Education serves an important role in everyone’s lives, as learnings and skills can

help in achieving success. But with the hindrance called ‘procrastination’, achieving success

as planned can be delayed, too.

This study also takes a look whether Socio-Economic Status affects the students

performance and their frequency of procrastination.

 2

The primary interest of this study is to know the causes why students procrastinate

and its effect to their academic performance. As procrastination is a serious problem, one

must fight and not tolerate.

Statement of the Problem

The general problem of the study is: What is the main cause why Grade 11 Students of

FCLNHS procrastinate?

Specifically, the study sought answers to the following:

1) What is the profile of the students in terms of:

1.1 age;

1.2 sex; and

1.3 economic status

2) What is the incidence of procrastination among the students?

3) What is the frequency of procrastination among those who procrastinate?

4) What are the common reasons for procrastination among those who procrastinate?

5) What is the performance of students in General Mathematics?

6) Is there any significant relationship between the respondents Socio-Economic Status to

their procrastination tendencies, as well as to their performance in General Mathematics?

7) Is there any significant relationship between the respondents procrastination tendencies to

their Academic Performance in General Mathematics?

 3

Scope and Limitations

This study is concerned with the evaluation of the personal characteristics and study

habits of Grade 11 students of Felizardo C. Lipana National High School and how does it

affect their academic performance in the subject General Mathematics.

Junior High School, Open High School and Grade 12 students were not included, as the

main focus of the study was on Grade 11 students only.

Teachers, Faculties, and staffs were also not included.

Significance of the Study

The result of this study will be of great benefit to the following:

1. To the students: This study may help them to learn more about procrastination and how

they can prevent it.

2. To the teachers and school: The results of this study will help teachers to know and

understand why their students procrastinate and what help they can offer to them.

3. To the researchers: To help them know the insights of the students on why they are

procrastinating and to help them conduct further studies about it.

 4

Notes in Chapter I

Mandap (2006). Examining the Differences in Procrastination Tendencies among

University Students. Hussain, Sultan (2010). Analysis of Procrastination among University

Students.
 5

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant theories, the related literature amd the studies, the

conceptual framework, the hypotheses, and the definition of terms used.

Review of Related Literature

The term ‘procrastination’ is derived from the Latin word ‘procrastinare’ which means to

“ put off, delay, prolong, defer and stall” (Rosario et. al, 2009). It is a two part word, ‘pro’ in

sense of forward and ‘crastinces’ meaning ‘tomorrow’ and ‘until tomorrow’ (Steele, 2005).

Procrastination has many forms, and one of them is Academic Procrastination.

Based on Steele (2007), Procrastination is a self-handicapping behavior that happens

when people delay finishing task that needed to be done, usually leading to losing

productivity, poor performance and increased in stress. Ferrari (2005), similarly define

procrastination as ‘the process of delaying is voluntary purposeful of deliberate. And the

process feels uncomportable, experiencing emotional unease from delaying.’

Academic Procrastination is a type of procrastination that students usually encounter.

According to Simpson and Pychyl, 2009; Steele, 2007, Procrastination in academic setting
 6

means delaying intended academic tasks, even though this may effect the procrastinator

badly and with negative consequences.

‘’Obviously, students achieve nothing because of procrastination,” (Ojo, 2019). Ojo also

cited seven reasons why students proscrastinate: (a) Forgetting about it technically speaking,

this is not classified as procrastination as the students didn’t know they were resisting their

works but just simply knowing nothing about it. But this is definitely a common cause of

living things until the last minute. (b) Lack of clarity about the desired outcome--- Students

commonly overestimate the amount of time they have left to complete assignments, and

underestimate the amount of time it will take to complete them. Consequently, they fail to

leave themselves enough time to complete the work. (c) Overly-lenient deadlines- when

students think of papers or project as a whole, rather than as a series of steps, they can seem

overwhelming and they don’t know where to begin. So, they end up putting the whole project

off, until it’s so close to the deadline and their worry about not knowing the ‘right’ place to

start is overshadowed by their fear of not having enough time to complete the work at all. (d)

Distractions- These distractions can be external ( Facebook, text messages, etc.) or internal

( their own thoughts and impulses). Either way, this results in them spending time that had

been budgeted for their work in other ways. (e) Perfectionism/Fear of Failure- Students

preoccupied with making their projects “perfect,” nervous about making mistakes or

“messing them up,” or afraid of criticism, until, at last, they are close to the deadline that

producing an ideal assignment is known longer possible, and their only options are to do an

imperfect job or turn in nothing at all. (f) Too many commitment- Students with so many

works and activities to be done and so little free time that their life feels like is like an
 7

endless. String of Obligations and chores, they may use procrastination as a method to

artificially create “free time” for themselves. (g) Resistance- Students will sometimes

procrastinate as a form of rebellion when they view work as something that is being forced

on them by an unreasonable teacher or authoritarian parents.

Akinsola and Tella (2009) indicates that there is significant difference between

procrastination and mathematics achievement, with student with low procrastination having

higher mathematics achievement than those with moderate and high levels of procrastination.

Also adding that, in an increasingly technological society, where knowledge of mathematics

is needed to obtain a desired position in work- force, student who procrastinate in the

learning of mathematics are likely to limit their career choices to those that do not require

mathematics skills.

One of the many factors that effects procrastination is Socio-Economic Status. Parson

et.al (2001) defines “Socio-Economic Status (SES) is the term used to distinguish between

people’s relative position in the society in terms of family income, political power,

educational background, and occupational prestige.”

A study conducted by Rather and Sharma (2015) examined the impact of Socio-economic

Status on achievement grades. Data were collected from 200 Secondary School Students of

Aligarh district of Ultar Pradesh. The said study showed that there was direct relation

between Socio-economic Status and Procrastination amongst students.

 8

Another study conducted by Showkeen and Rehman (2014) investigated about the impact

of Socio-economic Status of Science Stream Students and their academic achievement at

Senior High School. The study showed positive correlation between SES and Academic

performance of the students.

Theoretical Framework

The theoretical framework of the study is depicted in Figure 1, below:

PREDICTOR VARIABLE CRITERION VARIABLE

C

Frequency of Academic Academic Performance in

Procrastination amongst Grade 11 General Mathematics
Students

Figure 1 : Theoretical Framework of the Study

Hypotheses of the Study

In line with the statement of the problem and the theoretical framework of the study,

the following hypotheses will be tested for acceptance or rejection:

1. There is no significant relationship between the Socio-Economic Status of the

respondents and on their frequency of procrastination.

 9

2. There is no significant relationship between Socio-Economic Status of the

respondents and their performance in General Matematics.

3. There is no significant relationship between the frequency of Academic

Procrastination amongst Grade 11 students and their Academic Performance in

General Mathematics.

Definition of Terms

The following terms are defined in accordance to their operational use in the study:

Procrastination. Delaying finishing assigned tasks until a later time of Grade 11

Students in Felizardo C. Lipana National High School.

Socio- Economic Status. Position in society in terms of family income of Grade 11

Students in Felizardo C. Lipana National High School.

Academic Performance. Performance of Grade 11 students of Felizardo C. Lipana

National High School in academic settings often defines by grades.

 10

Notes in Chapter II

Janssen (2015) .Academic Procrastination ; Prevalence among High School and

Undergraduate Students and Relationship to Academic Achievement

Ojo (2019) .The Impact of Procrastination on students Academic Performance in Secondary

School.

Reynolds .Factors Affecting Academic Procrastination

Akinsola et.al ( ). Correlates of Academic Procrastination and Mathematics Achievements of

University Undergraduate Students.

slam , Khan (2017) . Impact of Socio-Economic Status on Academic Achievement Among

the Senior Secondary School Students.

Barry (2006) . The Effect of Socio-Economic Status on Academic Achievements.

 11

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methods and techniques, the population and sample

of the study, the research instruments, the data collection and processing, and the statistical

treatment used by the study.

Methods and Techniques

The study used the descriptive method of research to record, analyze, describe, and

interpret the gathered data. This enabled the researcher to investigate the relationships among

the variables in the study.

Population and Sample

The subjects of the study are the Grade 11 students of Felizardo C. Lipana National

High School.

Junior High School, Open High School and Grade 12 students were not included, as

the main focus of the study was on Grade 11 students only. Teachers, faculties, and staffs

were also not included.

The researchers targeted at least 50 of the students. The respondents were chosen

through systematic sampling, a type of probability sampling. The researchers obtained the list
 12

of the students from Senior High School Registrar’s Office then selected every 5th name on

the list until 50 respondents were selected.

Research Instrument

The study made use of researcher-prepared questionnaire. The first part of the

questionnaire was about the personal profile of the respondents; specifically, age, sex and

economic status. The second part of the questionnaire was designed to measure the

Frequency of Academic Procrastination amongst Grade 11 students. The third part was

designed to measure the Academic Performance in General Mathematics.

The study also made use of the Department of Education (DepEd) Grading system

which can be found on the Report Card or the Form 138.

Collection and Gathering Data

After the respondents were chosen by systematic sampling, the researchers personally

administered the questionnaire to the respondents individually.

Data Processing and Statistical Treatment

After the data were gathered, the data was tallied, tabulated and treated manually. The

following descriptive statistics were used:

 13

1. Frequency counts to find the percentage of the respondents as regards to sex, age

and economic status.

2. Frequency counts and the mean were used to find the overall level of Frequency of

Academic Procrastination amongst Grade 11 students.

3. Frequency count were used to find the overall levels of Academic Performance in

General Mathematics.

4. Coefficient correlation was used to describe the relationship between Frequency of

Academic Procrastination amongst Grade 11 students and Academic Performance in General

Mathematics as well as the relation of their Socio-Economic Status to the frequency of their

procrastinating tendencies and academic performance.

 14

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the gathered data in the study. The

sequencing of the specific questions in Chapter I was taken into account in the presentation,

analyses and interpretation of data to ascertain consistency and facilitate comprehension.

The findings of the study are subdivided into five parts. The first part deals with the

characteristics of the respondents. The second part is about the frequency of Academic

Procrastination amongst Grade 11 students in FCLNHS and thir factors. The third part

describes their Academic Performance in the subject General Mathematics. The fourth part

discusses the relationship of the Socio-Economic Status of the students to the frequency of

their procrastination and to their Academic performance. Finally, the fifth part shows the

significance between their frequency of procrastination to their academic performance.

Part I : The Profile of the Respondents

Table 1 shows the profile of the respondents with regards to age. The age of the

respondents range from 15 to 22 years old, with a mean of 17 years old.

 15

Table 1

Distribution of Respondents by Age

Age (Years) Frequency Percent

15-16 16 32%
17-18 27 54%
19-20 6 12%
21-22 1 2%
Total 50 100%
Mean 17 years old
Std. Dev 1.4063

Table 2 below shows the distribution of the respondents as to sex. There is an equal

amount of male to female respondents.

Table 2

Distribution of Respondents by Sex

Sex Frequency Percent

Male 25 50%
Female 25 50%
Total 50 100%

Table 3 shows the distribution of the respondents according to their Household

Income. Most of the respondents’ families earn P10,000 and less monthly.

Table 3

Distribution of Respondents by Household Income

Income Frequency Percentage

 16

P10, 000 and less 20 40%

P11, 000 – P 20, 000 16 32%
P21, 000 – P 30, 000 7 14%
P 31, 000 – P 40, 000 3 6%
Over P 41, 000 4 8%
Total 50 100%

Part II: Frequency of Academic Procrastination amongst Grade 11 students in

FCLNHS

Table 4 shows the respondents response when given a task on the subject General

Mathematics. Most of them answered they will do the task depending on the circumstance,

like the level of difficulty of the task. While the other 20% of the respondents would do the

task right away. And the remaining 10% would procrastinate and wait until due time.

Table 4

Respondents Response to the Matter

Response Frequency Percent

Wait until the supposed due date 5 10%

Depends on the task’s difficulty 35 70%

Do it right away 10 20%

Total 50 100%
 17

Table 5 shows how frequent the respondents procrastinate in Gen. Math. Most of

which do it sometimes with 70%, and 30% of not procrastinating at all.

Table 5

Frequency of Procrastination

How Frequent Frequency Percent

Not at all 15 30%
sometimes 35 70%
Always 0 0%
Total 50 100%

Table 6 shows the respondents reasons on procrastination. Most of which answered

due to laziness (34.3%), followed by doing household responsibilities (31.4%), then because

of too much workloads (25.8%).

Table 6

Reasons of Procrastination

Reasons Frequency Percent

Doing Household chores 11 31.4%
Laziness 12 34.3%
Too much work 9 25.8%
Fear of Failure 2 5.7%
Other reason 1 2.9%
Total 35 100%

Part III: Respondents Academic Performance on General Mathematics

 18

Table 7 shows the students performance, in terms of grade in the subject General

Mathematics. Most of which had 85-89 in grades (34%), followed by both 80-84 and 90-100

in range (20%).

Table 7

Grades in General Mathematics

Grades Frequency Percent

Below 75 5 10 %
75 - 79 8 16%
80 - 84 10 20%
85 - 89 17 34%
90 - 100 10 20%
Total 50 100%

Part IV: The Relationship of the respondent’s Socio-Economic Status to the frequency

of their procrastination and to their Academic Performance.

 19

In able to correlate the following data we made use of the Likert Scale which made

us use certain variables that corresponds to the data gathered.

Table 8

Socio-Economic Status and Frequency of Procrastination

Monthly Income of the family

P 10, 000 and below P 11, 000 – P 21, 000 – P 31, 000 – P 41, 000

P 20, 000 P 30, 000 P 40, 000 above

1 2 3 4 5

Frequency of Procrastination

never sometimes always

1 2 3

Monthly Frequency

Household of Procrastination

Income
5 2
2 2
1 2
5 1
1 2
1 2
4 2

∑x=104

∑y=85
 20

4 2
2 2
3 1
5 1
1 2
3 2
2 2
1 1
1 2
2 1
2 1
1 1
4 1
3 2
3 2
2 2
3 2
1 1
1 2
1 1
2 2
5 2
1 1
2 2
1 2
1 2
1 2
2 2
2 2
1 2
2 2
1 2
2 2
2 2
2 2
1 2
1 2
3 1
1 1 Table 8 shows the relationship
2 2
1 1 between the respondents’ Socio-
1 2
3 1 Economic Status and their Frequency of

Procrastination. There is no significant

Table 9
relationship between the two as showed

by the computation.
 21

Socio-Economic Status and Performance in General Mathematics

Monthly Income of the family

P 10, 000 and below P 11, 000 – P 20, P 21, 000 – P 31, 000 – P 41, 000

000 P 30, 000 P 40, 000 above

1 2 3 4 5

Performance in General Mathematics

75 and below 75 – 79 80 – 84 85 – 89 90 – 100

(Did Not Meet (Fairly (Satisfactory) (Very (Outstanding)

Expectations) Satisfactory) Satisfactory)

1 2 3 4 5

Monthly Household Grades

Income in Gen Math

5 4 ∑x= 104
1 4
∑y= 169

∑x2= 292
 22

2 3
1 3
1 3
1 3
2 5
2 5
1 5
2 5
1 5
2 1
2 1
2 2
1 2
1 4
3 4
1 3
2 5
1 2
1 1
3 5
5 4
2 4
1 4
5 4
1 3
1 3
4 5
4 2
2 2
3 2
5 1
1 1
3 2
2 2
1 3
1 3
2 4
2 4
1 4
4 4
3 4
3 4
2 4
3 4
1 5
1 5
 23

1 3
2 4

Table 9 shows the relationship between the respondents’ Socio-Economic Status and

their Grades in General Mathematics. There is no significant relationship between the two as

showed in the computation.

Part V: Frequency of Procrastination and Academic Performance.

Table 10

Frequency of Procrastination and Academic Performance in Gen Math

 24

Frequency of Procrastination

never sometimes always

1 2 3

Performance in General Mathematics

75 and below 75 – 79 80 – 84 85 – 89 90 – 100

(Did Not Meet (Fairly (Satisfactory) (Very (Outstanding)

Expectations) Satisfactory) Satisfactory)

1 2 3 4 5

Frequency Grades

of Procrastination in Gen Math ∑x= 85

2 4
2 4 ∑y= 169
2 4
1 4
2 3 ∑x2= 155
2 3
2 5 ∑y2= 649
2 2
2 2
1 2 ∑xy= 286

r= -0.04549
 25

1 1
2 1
2 2
2 2
1 3
2 3
1 4
1 4
1 4
1 4
2 4
2 4
2 4
2 4
1 5
2 5
1 3
2 4
2 4
1 4
2 3
2 3
2 3
2 3
2 5
2 5
2 5
2 5
2 5
2 1
2 1
2 2
2 2
2 4
1 4
1 3
2 5
1 2
2 1
1 3
 26

Table 10 shows the relationship between the respondents’ frequency of

procrastination and their Grades in General Mathematics. There is no significant relationship

between the two as showed by the computation.

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This chapter presents the summary of the study, the derived conclusions from

the gathered and computed statistical data, and the recommendations presumed worthy of

consideration.
 27

Education serves an important role in everyone’s lives, as learning and skills can

help achieving success. But with the hindrance called ‘procrastination,’ achieving success

can be delayed, too. It is a very common behavior amongst High School students, who face

multitude of school works such as examinations, assignments and research projects.

Through a quantitative type of research, the researchers sought to know whether

procrastination is prevalent in Felizardo C. Lipana National High School, mostly for the

Grade 11 students. Through surveying the researchers gathered data and computed it as

done.

Procrastination in academic setting is not a new happening for Grade 11 students at

FCLNHS. As the conducted study found out that 70% of the Grade 11 Senior High School

Students procrastinate, particularly on the subject General Mathematics. Most of which are

with the reason of laziness, followed by doing household responsibilities and too much

workloads that the given tasks seems to get buried and forgotten until the last minute.

As determined by the study, the economic status of the family doesn’t affect the

procrastination tendencies of the respondents. It also doesn’t have a significant relationship

to the performance of the students, in terms of grades in General Mathematics. It can also be

inferred that the frequency of procrastination doesn’t affect the respondents’ performance in

General Mathematics.

Procrastination is everywhere, a deed by everyone, frequently or not. With many

distractions present, it is nothing ordinary for people to procrastinate. But with constant

practice, this can affect not just the well being but mostly the performance of the

procastinators on a specific area.

 28

Conclusions

Based on the findings of the study, the following conclusions was derived:

. The age of the respondents ranges from 15 to 22 years old, with a mean of 17 years

old. The study also had an equal amount of male to female respondents. With most of the

respondents’ families earn P10,000 and less monthly.

70% of the Grade 11 Senior High School Students procrastinate, particularly on the

subject General Mathematics. Most of which are with the reason of laziness, followed by

doing household responsibilities and too much workloads that the given tasks seems to get

buried and forgotten until the last minute.

Most of the students had a very satisfactory performance, which is equivalent to 85-

89 in grades (34%), followed by both 80-84 (satisfactory) and 90-100 (outstanding) in range

(20%).

There is no significant relationship between the respondents’ Socio-Economic Status

and their procrastination tendencies. There is also no significant relationship between the

Socio-Economic Status determined by the income and the performance of the respondents on

the subject, General Mathematics.

It can also be inferred from the findings that the frequency of procrastination of the

respondents doesn’t affect their performance in General Mathematics.

All in all, as examined through the help of the respondents, the researchers can say

that procrastination is prevalent in FCLNHS Grade 11 students. Though it doesn’t have

 29

negative effect on the students’ performance, it is still a practice one must not tolerate and do

frequently.

Recommendations

After assessing the findings of the study, the following recommendations are

presented:

1. The students must know how to balance their time. They also need to know their

priorities and not let distractions drift them away in doing their task and responsibilities.

2. Further research may be conducted to provide further explanations and insights

regarding the relationship between the Frequency of Procrastination and the Academic

performance. As well as the significance of Socio- Economic Status to the procrastinating

tendencies and the performance of the students.

 30

REFERENCES

Mandap (2006). Examining the Differences in Procrastination Tendencies among

University Students. Hussain, Sultan (2010). Analysis of Procrastination among University

Students.Retrievedfromhttps://www.ijern.com/journal/2016/April-

2016/35.pdf&ved=2ahUKEwjzzN6o2p3IAhWNdXAKHURwCGEQFjAAegQIARA&usg=

AOvVaw0GTQ4wAZEgvwQKC3bnkx65&cshid=1571123309820

Janssen (2015) .Academic Procrastination ; Prevalence among High School and

Undergraduate Students and Relationship to Academic Achievement . Retrieved from

https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1115&context=epse_diss
 31

Ojo (2019) .The Impact of Procrastination on students Academic Performance in

Secondary School. Retrieved from http://www.eajournals.org/wp-content/uploads/The

-Impact-of-Procrastination-on-Students-Academic-Performance-in-Secondary-Schools.pdf

Reynolds .Factors Affecting Academic Procrastination. Retrieved from

https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=2516&context=theses

Akinsola et.al ( ). Correlates of Academic Procrastination and Mathematics

Achievements of University Undergraduate Students. Retrieved from

http://www.ejmste.com/Correlates-of-Academic-Procrastination-nand-Mathematics-

Achievement-of-nUniversity-Undergraduate-Students,75415,0.2.html

Islam , Khan (2017) . Impact of Socio-Economic Status on Academic Achievement

Among the Senior Secondary School Students.

Barry (2006) . The Effect of Socio-Economic Status on Academic Achievements.

 32

Appendix A

Survey Questionnaire

Sex: Age:

□ Male □ 15 16

□ Female □ 17 18

□ 19 20

□ 21 22
Household Income: If you were given a task at the subject General

□ P 10, 000 and less Mathematics, what would you do?

□ P 11, 000 – P 20, 000 □ Wait until the supposed due date

□ P 21, 000 – P 30, 000 □ It depends

 33

□ P 31, 000 – P 40, 000 □ Do it right away

□ Over P 41, 000

How frequent do you procrastinate? What is your main reason for procrastination?

□ Not at all □ Doing household chores

□ Sometimes □ Laziness

□ Always □ Too much workloads that it gets left

out

□ Fear of Failure

□ Others: specify
What is your Grade in the subject in General Mathematics during the first quarter of the

first semester?

□ Below 75 75 - 79

□ 80 – 84 85 – 89 90 – 100
 34

Appendix B

Sex Age House Respondents' Response Frequency of Reasons of Grades in

-hold when given a task Procrastination Procrastination Gen Math
Income
F 16 1 2 2 Laziness 3
M 16 1 2 2 too much 3
workload
F 16 2 2 2 Laziness 3
F 16 2 2 2 too much 5
workload
F 16 2 2 2 Household 5
Chores
F 16 1 3 2 Household 5
Chores
M 16 2 2 2 Household 5
Chores
F 16 1 2 2 Household 5
Chores
M 16 2 2 2 Laziness 1
M 16 2 2 2 Household 1
Chores
M 16 2 2 2 Others: 2
Business Work
F 16 1 2 2 Fear of Failure 2
M 19 1 2 2 Household 4
Chores
M 19 3 3 1 4
 35

F 19 1 3 1 3
F 19 2 3 2 Household 5
Chores
M 22 1 3 1 2
F 20 1 2 2 Household 1
Chores
M 20 3 1 1 5
F 16 2 2 2 Laziness 3
F 16 1 2 1 4
M 16 5 2 2 Laziness 4
M 16 2 2 2 Fear of Failure 4
M 16 1 3 1 3
F 17 1 2 2 Household 5
Chores
M 17 1 2 1 5
M 17 3 2 2 too much 4
workload
F 17 2 2 2 Laziness 4
F 17 3 1 2 too much 4
workload
M 17 3 1 2 too much 4
workload
M 17 4 3 1 4
M 17 1 2 1 4
M 17 2 3 1 4
M 17 2 2 1 4
M 17 1 2 2 Laziness 3
M 17 1 2 1 3
F 17 2 2 2 too much 2
workload
F 17 3 2 2 Laziness 2
F 18 5 2 2 too much 4
workload
M 18 2 3 2 Household 4
Chores
F 18 1 2 2 Household 4
Chores
M 18 5 1 1 4
F 18 1 2 2 Laziness 3
F 18 1 3 2 Laziness 3
M 18 4 2 2 too much 5
workload
F 18 3 2 2 Laziness 2
F 17 2 2 2 Laziness 2
F 17 3 2 1 2
 36

F 17 5 1 1 1
M 17 1 2 2 too much 1
workload