BEGINNING AFTER BEGINNING: SENIOR HIGH SCHOOL STUDENTS

BLIGHT TOWARDS PROCRASTINATION

A Research Paper
Presented to the

A Research Paper Presented to the Faculty of

AGUSAN NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
Butuan City

In Partial Fulfillment of the Requirements for the Subject

Practical Research 1 (Qualitative Research)

ABREA, CRIS ADRIAN C.

APIT, JAMES DAVID M.
ASTILLA, MYKHO ANDRE B.
LOSORATA, ALFRAN JAMES C.
OSA, MARJON RAY F.
SANCHEZ, PATRICK M.
TORRES, HESPER JAMES C.

MAY 2023
 APPROVAL SHEET

This Practical Research 1- Qualitative Research study entitled: “BEGINNING

AFTER BEGINNING: SENIOR HIGH SCHOOL STUDENTS BLIGHT
AGAINST PROCRASTINATION” in partial fulfillment of the requirements in
Practical Research 1 subject, prepared and submitted by Abrea, Apit, Astilla,
Losorata, Osa, Sanchez, Torres has been examined, accepted and recommended
for Oral Examination.
HAZEL ANN H.
MONTEDERAMOS
Practical Research 1 Adviser

PANEL OF EXAMINERS

APPROVED by the Panel of Examiners at the Oral Defense at Agusan National

High School- Senior High School, corner T. Sanchez Street and San Francisco Street,
Butuan City with a grade of PASSED.
___________________________
Chairman
___________________________
____________________________ Member
Member

JENNY
LYN T. NALUPA, PhD, EdD
Practical Research
Group Head

AMALIA B. RINGOR, DevEdD

Academic Track Head- HUMSS

ELMER R. ANDEBOR
Academic Track Head- STEM/ ABM

GEWARESEL T. CARLOS, PhD

Principal II, Assistant Principal- SHS
 DENNIS R. ROA, DPA
Principal IV, School Principal

ACKNOWLEDGMENT

The researchers would like to extend their sincere thanks and gratitude to the

following persons who had made their research study possible and successful.

Almighty God, the source of everything, for giving the researcher’s knowledge and
wisdom, good health and protection to survive and accomplished their research study.

Dr. Jenny Lyn T. Nalupa, ANHS- SHS Practical Research Group Head, for her

expertise, brilliant ideas and treasured suggestions for the completion and perfection of

this research.

Mrs. Hazel Ann H. Montederamos Practical Research 1 Adviser, for her proficiency,

vivid ideas and precious propositions for the accomplishment and success of this

research.

Mr. Julie Ver Escabal , the Chairman and Content Expert, for her expertise and
excellent ideas on the subject and unceasing guidance and suggestions all throughout the
conduct of the study.
Mr. Ferdinand F. Guillermo, the Grammarian Expert and one of the best panels,
who give her exceptional expertise and suggestions in the appropriateness and coherence
flow of the presentation of ideas that motivate the research to do their best.

Mr.Warren G. Bago, the Technical Expert and one of the best panels, for his valued
technical assistance that improved the research study with high standard.

Acknowledge all the persons who help in the making and completion of your
research paper
 The
Researchers

DEDICATION
This work of art is lovingly dedicated to our parents Mr. and Mrs. Abrea, Mr. and Mrs.
Apit, Mr. and Mrs. Astilla, Mr. and Mrs. Losorata, Mr. and Mrs. Osa, Mr. and Mrs.
Sanchez, Mr. and Mrs. Torres for their love, understanding, and full support in our study
and for believing in us that we can do everything.

The
Researchers
 TABLE OF CONTENTS

Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENTS vi
Chapter
I INTRODUCTION 1

Introductory Paragraphs 1
Theoretical/Conceptual Framework 2
Statement of the Problem 10
Significance of the Study 11
Scope and Limitation of the Study 12
Definition of Terms 13

II LITERATURE REVIEW 13

III DESIGN AND METHODOLOGY 20

Overall Approach and Rationale 20

Site and Population Selection and Sampling Strategies 21
Access, Role, Reciprocity, Trust, Rapport 22

Ethical and Political Considerations 23

Data Collection Methods 24
Data Analysis Procedures 25
Procedures to Address Trustworthiness and Credibility 26
 CHAPTER I
INTRODUCTION

This chapter presents the introductory paragraphs, theoretical and conceptual

framework, statement of the problem, significance of the study, scope and limitation, and

definition of terms to narrate the importance and purpose of the present study.

Introductory Paragraphs

Procrastination is a behavioral tendency commonly observed among students,

including senior high school students. Procrastination refers to the voluntary delay of an
intended course of action despite expecting to be worse off for the delay (Steel, 2007).
Procrastination among senior high school students can have various implications on their
academic performance, well-being, and future success. One notable study conducted by
Steel, et al. (2018) investigated the prevalence and correlates of academic procrastination
among high school students. The study found that approximately 70% of the surveyed
students engaged in academic procrastination to varying degrees, indicating the
widespread nature of this behavior. This research study aims to delve into the
complexities of procrastination, exploring its relevance and importance in understanding
human behavior and productivity. Various factors contribute to the development and
perpetuation of procrastination among senior high school students. One significant factor
is poor self-regulation and time management skills.

According to Hen and Goroshit, 2018 procrastination is believed to be a self-

regulation failure that is associated with a variety of personal and situational
determinants. It is the main source of problem for many people in different status
especially students. It impacts individuals in academic, professional, and personal
contexts, hindering their ability to manage time efficiently and meet deadlines.
Furthermore, some studies conclude that an individual with procrastination is prone to
poor performance, with lower exam scores, slower deposition and execution of tasks, and
poorer health (Bolden and Fillauer, 2020). The level of motivation and self-regulatory
skills play a significant role in procrastination behavior. In addition, a study conducted by
Sirois and Pychyl (2013) investigated the relationship between procrastination and mental
health outcomes. They found that chronic procrastination was associated with higher
levels of stress, anxiety, and depression. This proves that procrastination is a habit that
stems from the mental vulnerability of people. The negative emotions and feelings of
guilt that accompany procrastination can have a profound impact on individuals' mental
health and overall well-being.

These findings underscore the potential psychological consequences of

procrastination and the importance of addressing this behavior. Understanding
procrastination is of paramount importance as it has far-reaching implications in
academic, professional, and personal domains. It has inevitably become a part of our
system and is a widespread behavior that affects people from different age groups and
professions, transcending cultural and societal boundaries. By enhancing our
understanding of this human behavior, this study aims exploring its underlying causes,
psychological factors, and potential consequences as well as to contribute to the
development of effective interventions and strategies to mitigate its negative impact.
Ultimately, this research strives to provide individuals, educational institutions, and
organizations with evidence-based insights to overcome procrastination and promote
effective task management strategies, goal-setting techniques, and cognitive-behavioral
approaches, that can help individuals overcome procrastination and improve their
productivity and well-being.
Theoretical Framework

Theoretical Framework Procrastination, the act of delaying or postponing tasks, is

a pervasive phenomenon that affects individuals across various domains of life. It often
leads to negative consequences such as reduced productivity, increased stress levels, and
compromised well-being. To comprehensively understand procrastination, the Temporal
Motivation Theory, proposed by Piers Steel (2006), offers insights into the underlying
factors and processes that contribute to procrastination behavior, making it highly
relevant to our investigation. This theory elucidates how the interplay of expectancy,
value, and impulsiveness impacts an individual's motivation to act. Through an analysis
of relevant research and supporting evidence, this theory aims to establish a foundation
for further study and exploration of procrastination within the context of the TMT.
Firstly, the expectancy component of the TMT refers to an individual's belief in their
ability to successfully complete a task. Self-efficacy, a concept developed by Albert
Bandura, plays a vital role in determining the level of expectancy. Research by Ferrari,
Barnes, and Steel (2009) demonstrates that individuals with low self-efficacy are more
likely to engage in procrastination due to a lack of confidence in their abilities. The
expectancy component of the TMT aligns with our study's focus on self-regulation and
time management skills. Hen and Goroshit (2018) suggest that procrastination is
associated with self-regulation failure, emphasizing the importance of effective time
management in overcoming procrastination. By understanding how expectancy and self-
regulation influence procrastination behaviors, we can identify strategies to improve time
management skills among high school students, ultimately enhancing their academic
performance.

Secondly, the value component of the TMT emphasizes the significance

individuals attribute to a task. Task valuation encompasses both intrinsic and extrinsic
motivations. Intrinsic motivation arises from the inherent enjoyment or interest in the task
itself, while extrinsic motivation relates to external rewards or consequences. The value
component of the TMT is highly relevant to our study's exploration of the psychological
consequences of procrastination. As Bolden and Fillauer (2020) suggest, procrastination
is linked to poorer mental health outcomes, including increased stress, anxiety, and
depression. By examining how task valuation influences procrastination, we can gain
insights into the motivational factors that drive this behavior and develop interventions to
mitigate its negative impact on well-being. The study by Sirois and Pychyl (2013)
supports the relationship between procrastination and mental health outcomes, providing
empirical evidence for the relevance of the value component in our research.

Lastly, impulsiveness refers to the tendency to prioritize immediate rewards over

long-term goals, often leading to procrastination. The TMT asserts that individuals with
higher impulsiveness are more likely to procrastinate due to the allure of instant
gratification. Additionally, a study by Glick and Orsillo (2015) highlighted that
individuals with high impulsiveness experienced difficulties in self-regulation, making it
harder for them to resist short-term distractions and focus on long-term goals. The
impulsiveness component of the TMT is crucial for understanding the immediate rewards
and gratification that may drive procrastination behaviors. In Steel and König's (2006)
study on academic procrastination, they found a positive correlation between
impulsiveness and procrastination tendencies among university students. By
understanding the role of impulsiveness in procrastination can inform interventions that
promote self-regulation and goal-setting techniques to counteract impulsive decision-
making and improve task management. Overall, the Temporal Motivation Theory
provides us with a solid foundation for our research study on procrastination. By
considering the motivational aspects of expectancy, value, and impulsiveness, TMT
complements our exploration of the underlying causes and psychological factors
contributing to procrastination among senior high school students. This theory allows us
to analyze the complex interactions between motivation, self-regulation, and time
management skills, providing a comprehensive understanding of procrastination behavior
among students. The insights gained from this theory can inform the development of
evidence-based approaches to enhance task management skills, goal-setting techniques,
and cognitive-behavioral interventions, ultimately improving productivity and well-being
among high school students.

Statement of the Problem

Several studies have been conducted on how procrastination influences a person

in many different areas of their life, but no studies have been closely conducted on how

senior high school students manage their time when it comes to dealing with

procrastination. Thus, researchers would like to find the answers to the following

questions:

1. What are the struggles experienced by Agusan National High School-Senior High
School Students against procrastination?
2. How do Senior High School feel about their experience towards procrastination?
3. How do Senior High School cope or manage the habit of procrastination?

The purpose of this research study is to understand the behavior and actions of the

students of Agusan National High School in terms of how they adapt to and handle

procrastination. At this stage of the research, the behavior and actions of these students

on how they handle these things will generally define their capabilities and perceptions

on how they manage the constant arising of procrastination on an academic intake.

Significance of the Study

The Following data obtained by this study will not only provide new Insights but

will also yield data that will help the following groups of people.
 Students. Senior High School students will be equipped with new knowledge

regarding procrastination and will provide them a more Efficient way of understanding

the problem on the other hand this study would also benefit students in managing the

Factors that results in procrastination in order to avoid a possible long-term Dilemma.

Parents. Research provides parents with a deeper understanding of

procrastination as a common issue among students, helping them recognize its prevalence
and potential impact on their child's academic performance. Parents can learn from this
study and apply them to support their child in developing better time management and
organizational skills.

Teachers. The conclusion of this study will yield Information that will help them

understand the Elements that determines Severity of Procrastination which will allow

them to allocate more time to employ possible approaches to build a more efficient

learning plan for the students.

Future Researchers. The discovery of this Study will provide them Bases on

such variables and concerns of students regarding procrastination that will guide them to

more Expounded studies on a similar Field.

Scope and Limitation of the Study

The primary subject of this study are Senior High School students of Agusan

National High School, located at the corner T. Sanchez Street and San Francisco Street,

Butuan City, Mindanao, Philippines. The participants are decided to be limited to ten

Senior High School students which will purposely identified by the researchers only with

the aim to understand the issue concerning procrastination and gain the information on

how they handle and overcome this habit of procrastinating.

Definition of Terms

The following terms used in the study were and operationally defined to have

deeper understanding.

Blight. As a struggle refers to the difficulties and challenges faced by

communities or individuals who are affected by the deteriorating conditions.

Elucidates. Clarifies or explains in a detailed and clear manner.

Extrinsic. Motivation driven by external rewards or incentives

Impulsiveness. Acting or making decisions without thinking about potential

consequences.

Intervention. The act of interfering or getting in the way of something from

happening and disrupting a certain process that is about to happen.

Intrinsic. Motivation driven by personal interest, enjoyment, or satisfaction.

Overcome. To triumph or succeed in any challenges or difficulties that a person

may confront at any time.

Procrastination. The act of delaying or postponing duties or actions that must be

done.

Tendency. It implies that a certain action or behavior is more likely to occur in a

given situation, based on past experiences or existing patterns.

 Chapter II

LITERATURE REVIEW

This chapter presents the local and international related literature and studies that
are relevant to the present study to make it more valid and reliable. Specifically, the ways
of preventing chronic diseases and the ways of acquiring them. Furthermore, this chapter
will discuss the matters of chronic disease risk factors such as the lifestyle of the student,
the student’s eating habits, and the student’s bad habits. This review is done to provide
insights into the related literature and studies that are already published and to provide an
idea of the study the researchers will conduct. This chapter is presented thematically.

Procrastination an emotion

We must realize that, at its core, procrastination is about emotions, not

productivity. The solution doesn’t involve downloading a time management app or

learning new strategies for self-control. It has to do with managing our emotions in a new

way. “Our brains are always looking for relative rewards. If we have a habit loop around

procrastination but we haven’t found a better reward, our brain is just going to keep doing

it over and over until we give it something better to do,” said psychiatrist and

neuroscientist Dr. Judson Brewer, Director of Research and Innovation at Brown

University’s Mindfulness Center. To rewire any habit, we have to give our brains what

Dr. Brewer called the “Bigger Better Offer” or “B.B.O.” In the case of procrastination,

we have to find a better reward than avoidance — one that can relieve our challenging

feelings in the present moment without causing harm to our future selves. The difficulty

with breaking the addiction to procrastination in particular is that there is an infinite

number of potential substitutes actions that would still be forms of procrastination, Dr.

Brewer said. That is why the solution must therefore be internal, and not dependent on

anything but ourselves.

Numerous studies have been conducted to develop a comprehensive framework

for understanding procrastination (Garanyan., 2019). According to these studies,
procrastination is seen as a complex interplay between various factors including
personality traits, characteristics of the task at hand, and time-related factors such as
mood, ego resources, and the availability of more appealing activities. Individuals who
engage in procrastination tend to experience higher levels of stress compared to those
who do not procrastinate, leading to a decline in their performance (Seaward, 2019).

Procrastination has also been associated with negative outcomes such as poor
decision-making, uneasiness, feelings of despair, and anxiety (Goff, 2018). Stress is a
natural response that occurs when the demands of a situation exceed an individual's
personal and social resources. While stress can serve as a motivator to overcome
obstacles and grow, it can also have detrimental effects on health, relationships, and
overall quality of life when it reaches excessive levels (Cazan, 2014).

In the context of learning, stress plays a significant role as it can hinder student
progress (Samokhvalova, 2019). Students experience stress due to various factors,
including a heavy academic workload, poor grades, inadequate preparation for classes,
difficulties in organizing their daily routines, time constraints, disillusionment with their
chosen profession, juggling work and study responsibilities, financial problems, and fear
of the future (Seaward, 2019).
Lack of self-control

Procrastinators, according to Steel (2007), as cited by Reynolds (2015), are

impulsive, distractible, and lack self-control. Because procrastination is associated with

distractibility and organization, two potential methods of reducing distractions include

stimulus control and automaticity. Stimulus control may help prevent distractibility by

helping people surround themselves with cues that confirm their goals and banish signs

that remind them of temptation. Procrastinators are somewhat passive learners; they have

other priorities, but if observed closely, they continue to do the same in all subject areas.

Steel (2018) also observed that procrastination is associated with a lack of

conscientiousness and self-regulation failure. In other words, procrastination substantially

accounts for the relationship between conscientiousness and performance, and it is highly

connected with distractibility, poor organization, low accomplishment motivation, and an

intention-action gap. If one is not conscientious in his performance, he will most likely

procrastinate. Procrastination is likely if one is not conscientious in his performance.

Furthermore, agreeableness and sensation-seeking traits had low correlations with

procrastination. One method for reducing task procrastination is to raise expectancy of

success, or self-efficacy, through verbal persuasion, emotional arousal, and modeling.

This suggests that if we value the task and expect to complete it effectively,

procrastination will reduce. Furthermore, Steel stated that task aversiveness, or

decreasing the value of a task, increases the frequency of procrastination.

Valerio (2018) described procrastination as the tendency to delay tasks until the
deadline approaches. This behavior is concerning as it can have negative implications for
academic and work performance. People engage in busyness with other activities to avoid
the task at hand. Procrastination leads to inefficiency and ineffectiveness in completing
work, particularly for students. The Filipino habit known as "Maniana (Mañana) or
'Mamaya Na' Habit" is a detrimental attitude that should be eradicated from our system.
As the saying goes, "prevention is better than cure." Although procrastination is
considered a cultural habit within our society, we can still make a difference.

Psychologists often view procrastination as a coping mechanism to deal with the

anxiety associated with challenging or undesirable tasks. Villafuerte (2019) defines
procrastination simply as the act of postponing a task for a later time, often due to
laziness. However, according to Villafuerte, there are strategies to overcome
procrastination. One approach is to start working on the task for just five minutes and
assess if you can continue. Another effective method is to set rewards for yourself as
motivation to complete the task successfully. Rewards serve as an incentive to get started
and stay focused.

Lack of clear goals and planning

The act of purposely delaying academic tasks, assignments, and studying, known
as academic procrastination, is a widespread occurrence among students. Studies suggest
that between 50% and 90% of college and university students engage in this behavior,
and its prevalence is increasing (Chehrzad et al., 2017). Scholars and professionals in the
field emphasize that academic procrastination has adverse effects on students' academic
performance and overall well-being (Kim, Seo, 2015). As a result, researchers are
increasingly interested in investigating the issue of academic procrastination.

Plaxton (2020) highlighted that procrastination is commonly viewed by many

students as a major obstacle in managing their time effectively, as they tend to prioritize
enjoyable activities over their work. With numerous commitments such as school,
homework, household chores, social engagements, and extracurricular activities, students
often neglect their homework and schoolwork. As a result, they engage in more
pleasurable activities to gain some freedom in their busy schedules.

However, as Swanson (2016) has noted, procrastination is widely recognized by

researchers as a failure in self-regulation, akin to other negative behaviors associated with a lack
of self-control, such as overeating, gambling, or overspending. While procrastination is no longer
viewed as mere laziness or poor time management, it is interesting to observe that many
intelligent individuals who procrastinate still manage to achieve success.

According to Kent (2016), students often engage in avoidance behaviors that are met with
disapproval from their teachers. Consequently, some students struggle with effectively allocating
study time, seeking additional help, or attending office hours after school, resulting in less time
being spent on their studies than originally intended. This behavior often leads to feelings of
confusion and being overwhelmed, leaving students uncertain about where to begin. Despite the
generally negative perception of procrastination, some students argue that it actually improves
their academic performance.

When individuals lack clear goals or a well-defined plan, they may struggle to
initiate or complete tasks. Without a roadmap to guide their actions, they may find it
easier to procrastinate rather than engage in purposeful work. Pintrich et al. (2019)
explain that students' perception of why they engage in academic tasks can be categorized
into intrinsic and extrinsic goal orientations. Intrinsic goal orientation refers to
participating in tasks for the sake of challenge, curiosity, or mastery, while extrinsic goal
orientation involves engaging in tasks for the sake of grades, rewards, evaluation by
others, or competition. Furthermore, the concept of assignment value reflects how
students perceive the level of interest, importance, and benefit associated with an
assignment. Lastly, control of learning beliefs refers to students' belief that their efforts in
learning will lead to positive outcomes. This notion is similar to the idea of locus of
control, where a higher score indicates an internal locus of control in children.

Procrastination as a Coping Mechanism

Researchers have suggested that when students postpone their academic work,
there are two different types of behavior: traditional procrastination, which is seen as
unhelpful, and adaptive forms of delay. Adaptive delay may align better with certain
aspects of self-regulated learning. This study aimed to explore whether the relationship
between self-regulated learning and active delay is different from the relationship
between self-regulated learning and procrastination. The study involved 206
undergraduate students. The results showed that procrastination was predicted by a focus
on avoiding failure and a lack of metacognitive strategies, while active delay was
predicted by a lack of avoidance goals and a belief in one's own abilities. Additionally,
students who reported higher levels of active delay tended to achieve better grades. These
findings suggest that active delay is a distinct type of delay from procrastination, and it
may have more positive outcomes due to its associations with adaptive self-regulation
and academic achievement (Corkin, Yu et al., 2011).

This study focused on exploring the connections between two aspects of

perfectionism (personal standards perfectionism and evaluative concerns perfectionism),
academic hardiness, and academic procrastination. Academic procrastination is a
common issue among students and can negatively affect their learning, academic
performance, self-esteem, and overall quality of life. The researchers aimed to investigate
how these factors are related and whether academic hardiness moderates the relationship
between perfectionism and academic procrastination. The study involved 410 high school
students in grades 9 to 12 from six schools in Tehran, Iran. The participants completed
surveys that assessed their levels of perfectionism, academic hardiness, and academic
procrastination. The results revealed that personal standards perfectionism and academic
hardiness were negatively associated with academic procrastination, meaning that higher
levels of personal standards perfectionism and academic hardiness were linked to lower
tendencies to procrastinate. On the other hand, evaluative concerns perfectionism had a
positive relationship with academic procrastination, indicating that higher levels of
evaluative concerns perfectionism were associated with higher levels of procrastination.

Furthermore, when examining the role of academic hardiness as a moderator, the

study found that it only buffered the relationship between evaluative concerns
perfectionism and academic procrastination. In other words, academic hardiness had a
protective effect against the negative impact of evaluative concerns perfectionism on
academic procrastination.

These findings shed light on the experiences of students who struggle with
academic procrastination and emphasize the significance of academic hardiness and
personal standards perfectionism. Educators and psychologists can use these insights to
develop strategies and interventions to address and mitigate academic procrastination
among students (Abdollahi et al., 2020).
Prevalence and Incidence of Procrastination among Students

Prior research suggests that a significant number of university students face

challenges in managing their time and effort effectively (Parpala et al., 2010). These
difficulties tend to persist throughout their academic journey and are often resistant to
change (Parpala et al., 2017). Additionally, it has been observed that many students do
not utilize study schedules, resulting in inadequate preparation time and ultimately
leading to poor performance in courses, particularly during exams (Asikainen et al.,
2013).

(Hailikari et al., 2021) states that procrastination is widely acknowledged as a

problem that has negative consequences for students' academic success and general well-
being. However, there is still much to uncover regarding the root causes and mechanisms
of procrastination. This research aimed to fill this gap by investigating the various factors
that contribute to procrastination, with a specific focus on students' time and effort
management skills, psychological flexibility, and academic self-efficacy. While previous
studies have typically examined these factors independently, this study sought to
integrate them.

The study collected data from 135 students who voluntarily enrolled in a time
management and well-being course during the autumn of 2019. The results revealed that
students' ability to effectively organize their time and effort emerged as the most
influential predictor of procrastination among the variables examined. Furthermore,
psychological flexibility played a significant role in explaining procrastination, alongside
time and effort management skills. Surprisingly, academic self-efficacy did not show a
direct association with procrastination.

Interestingly, the findings also indicated a close relationship between time and
effort management skills and psychological flexibility. These two factors appeared to be
closely intertwined and mutually influential, suggesting that both should be taken into
account when addressing and reducing procrastination.

Overall, this study enhances our understanding of procrastination by considering

multiple factors concurrently and highlighting the significance of time and effort
management skills, psychological flexibility, and their interplay in tackling and
alleviating procrastination (Hailikari et al.,).

Chapter III

DESIGN AND METHODOLOGY

This chapter presents the overall approach and rationale of the present study, site

and population selection and sampling strategies, access, role, reciprocity, trust, rapport,

ethical and political considerations, data collection methods, data analysis procedures,

procedures to address trustworthiness and credibility.

Overall Approach and Rationale

The approach used in this study is a phenomenological approach as it is

focus on unraveling the experience faced by students concerning procrastination. This

study will show how the students in Agusan National High School balance and manage

their time and priorities and the ways and techniques that they will use in order to

overcome this habit of procrastination that they experience and encounter.

Site and Population Selection and Sampling Strategies

The study will be conducted in public school Senior High School in Agusan

National High School at corner T. Sanchez Street and San Francisco Street, Butuan City.

Five Grade 11 Students will be the subject of the study using a non-probability sampling
which is the purposive sampling. Purposive Sampling will be used because the

participants will be intentionally selected as they fit a particular profile in the study. The

participants will be interviewed by the researchers to which the researchers have the

consent of the identified students that best suited for the research study to be questioned

or interviewed in a focused group discussion and to be recorded for reliability of the

answers in which will be kept confidential and anonymous.

Access, Role, Reciprocity, Trust, Rapport

For easy access of the participants, the researchers purposively and

conventionally choose their participants students. Researcher’s role is to ask their

identified participants students their willingness to participate in the present research

study. Reciprocity could be done with an agreement between the researchers and

participants that the participant’s identity should be kept confidential. To gain the trust

and good rapport of the participants, an approval letter from the research adviser in Grade

11- Newton and letter of consent from the school principal will be secured noted by the

Practical Research Group Head. The letter for the participant will be prepared by the

researchers with the consent and approval of the research adviser in Grade 11- Newton

and Practical Research Group Head with assurance and confidentiality that gives comfort

to the participants on the whole duration of the conduct of study.

Ethical and Political Considerations

In many aspects, the participants won't be harmed, and respect for their

dignity was given priority. Prior to conducting the study, the participants' full consent

will be obtained by the researchers, and their privacy will be protected. Any type of

communication in relation to the research to be done with honesty and transparency as

well as the representation of primary data findings in a biased manner will be avoided.

The participant's perspective will be honored and respected by the researchers.

Data Collection Methods

Data Collection Methods The researchers will conduct a face-to-face interview

with the identified participants with prepared research questions as their guide. The

prepared questions will focus on the time management regarding procrastination of Grade

11 student participants in Agusan National High School and how they manage to counter

and overcome this bad habit. An interview will be scheduled that depends on the

convenient time of the researchers and participants during their vacant hours. The

materials to be used during the interview will be a prepared questionnaire that contain

specific questions that will serve as the researchers guide for consistency, a record book

and pen for take noting, a voice recorder to ensure the validity of the answers of the

participants that will not be missed by the researchers, and a cellphone camera for

documentation purposes for researchers monitoring of the interviewed participants that

will not be exposed. After the interview, a snack and simple token will be given to the

participants as a sign of gratitude for participating in the study.

Data Analysis Procedures

Following their collection of crucial data from the participants, the researchers

will review the responses of the participants by revisiting and rereading what they had

written down, and comparing the validity and consistency of their responses. After then,

the data will be transcriptioned for translation and transcription purposes. The

participant's answers in vernacular language will be translated into English language. The
data will subsequently be combined, summarized, encoded, and once again reviewed by

the researcher. The researchers will then get the factors from the main idea of the

questions and the common responses from the participant’s bases for a theme

formulation. The formulated theme will then be analyzed for results and discussion

presentations to complete the study.

Procedures to Address Trustworthiness and Credibility

The researchers upon the approval of the research adviser in Grade 11- Newton

will ask permission from the school principal of Agusan National High School to conduct

the study to make their research study authentic following the standard legal procedures

and authorization. The researchers will assure that the participants will be protected in

any form of discrimination and any risk during and after the study. Thus, the participants

have the right to withdraw from the study at any stage if they wish to do so and will not

be penalized. In order to maintain transparency and ensure that all participants are fully

informed of the study's primary goal, participation in the study is only permitted with

participants' agreement. The principle of inform consent will involve researchers to

provide sufficient information and assurance about taking part to allow participants to

understand the implications of participation and to reach a fully inform, considered and

freely given decision with voluntary act whether to do or not to do so without the exercise

of any pressure or coercion. The research study will be done with honesty and

transparency.
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