DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

The Prevalence of Academic Procrastination among Senior High School Grade 11

Under the Science, Technology, Engineering, and Mathematics Strands of
Dasmariñas Integrated High School

A Research Presented to the Faculty of

Senior High School

Dasmariñas Integrated High School

In Partial Fulfillment

of the Requirements for the Subject

Practical Research 2

Presented by:

BAAL, EUNICE A.

BUENAVISTA, PRECIOUS EMERALD R.

GABIANA, GHEBIE ANN B.

PASQUIN, RIZELLE F.

PORTES, TIFFANY ROSS C.

STEM 12 - D

January 2024
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

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CERTIFICATE OF ORIGINALITY

We hereby certify that the thesis entitled:

The Prevalence of Academic Procrastination among Senior High School Grade 11

Under the Science, Technology, Engineering, and Mathematics Strands of
Dasmariñas Integrated High School

is our work and that, to the best of our knowledge and belief, contains no material
previously published or written by another person nor material to which to a substantial
extent has been accepted for award of any other degree or diploma of a university or
other institution of higher learning except where due acknowledgement made is made in
the text.

We also declare that the intellectual content of this thesis is the product of our work
even though we may have received assistance from others on style, presentation, and
language expression.

BAAL, EUNICE A. BUENAVISTA, PRECIOUS EMERALD R.

Researcher Researcher

GABIANA, GHEBIE ANN B. PASQUIN, RIZELLE F.

Researcher Researcher

PORTES, TIFFANY ROSS C.

Researcher
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ACKNOWLEDGEMENT

We, Group 8 of STEM 12 - D, wanted to first express our devotion to God, the
Almighty, who gave us the courage and persistence for the completion of the thesis
paper.

We also like to sincerely thank Mr. John Paolo Punzalan, our wonderful and
compassionate Practical Research 2 adviser, for never giving up on our team. Despite
the conflicting schedules, he made sure to accommodate everyone and made us feel
comfortable during consultations, which allowed our group to be open even to the
harshest criticisms. He put in a lot of effort with everyone to offer the best
recommendations for this research. As he always thought about everyone's health, we
appreciate the continuous support she provided on an emotional, mental, and physical
level. This achievement was significantly assisted by his kindness and patience with his
students.

We thank Ms. Lyndie Pearl Malanao, Grade 12 STEM D adviser, who is also a
close adviser to our team leader, for being able to assist the team with the process of
gathering data. Most especially, the Science, Technology, Engineering, and
Mathematics (STEM0 Class at Dasmariñas Integrated High School, we thank them for
being kind and accommodating throughout the procedure.

And lastly, we commend ourselves for continuing. It has been a great journey for
everyone. There have been instances in which it has been difficult for the team to
manage their time and hunt for a spare moment to work together. Despite the
restrictions, sleepless nights, and hectic schedule, we still manage to get through all of
it. It was a tough journey, but a memorable one.

Onto the next chapter, may God bless us always.

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TABLE OF CONTENTS

Introduction

Background of the Study ……………………………………………………. 1

Statement of the Problem …………………………………………………….

Assumption/Hypothesis of the study …………………………………………

Scope and Delimitation ………………………………………………………..

Significance of the Study ………………………………………………………

Definition of terms ………………………………………………………………

Review of Related Literatures and Studies ………………………………….

Theoretical Framework ………………………………………………………..

Synthesis of the Introduction …………………………………………………

Methodology

Research Method and Design ………………………………………………... 4

Sampling Technique ……………………………………………………………

Research Instrument ……………………………………………………………

Data Gathering Procedure ……………………………………………………..

Data Analysis …………………………………………………………………….

Results and Discussions

Results of Data …………………………………………………………………..

Discussion ………………………………………………………………………...

Conclusions ……………………………………………………………………….

Recommendations ……………………………………………………………….

References…………………………………………………………………………….10

Appendices

Appendix A: Documentation (Letters, Video recording, Note-Taking, Observation)

…………………………………………………………………………………………….

Appendix B: Research Instruments …………………………………………………….

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Instrument Validation …………………………………………………….

Pilot Testing Test Result …………………………………………………….

Participants Criteria and Qualifications ……………………………………

Crowdsourcing …………………………………………………….

Standardized Test (if Applicable) …………………………………………

Appendix C: Raw Data

Transcription of Data …………………………………………………….

Appendix D: Turnitin Result …………………………………………………….

Appendix E: Curriculum Vitae / Profile of Researchers ………………………

 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

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The Prevalence of Academic Procrastination among Senior High School Grade 11

Under the Science, Technology, Engineering, and Mathematics Strands of
Dasmariñas Integrated High School

Authors: EUNICE A. BAAL, PRECIOUS EMERALD R. BUENAVISTA, GHEBIE ANN

B. GABIANA, RIZELLE F. PASQUIN, TIFFANY ROSS C. PORTES, AND OUR
PRACTICAL RESEARCH 2 TEACHER, SIR JOHN PAOLO PUNZALAN.

Senior High School, Dasmariñas Integrated High School, Dasmariñas City, Cavite

corresponding author: [email protected]

contact number: 09695371382

Keywords: Academic Procrastination, STEM Students.

Abstract.

Procrastination is a complex behavior involving cognitive, emotional, and psychological

factors. It is a significant concern for students, as it often leads to last-minute task
completion, lower performance, and heightened stress, negatively impacting their mental
well-being. In college, procrastination affects 80-95% of students, with 75% considering
themselves procrastinators. This issue is particularly relevant for Grade 11 STEM students
at Dasmariñas Integrated High School. Research has shown that procrastination affects
students of all educational levels, hindering their academic achievement and overall well-
being. This research aims to investigate the prevalence of academic procrastination among
Grade 11 STEM students at Dasmariñas Integrated High School and its implications for
educational success. Previous studies have not explored the interaction between circadian
rhythms and task types, which could lead to more effective time management techniques
and interventions. Addressing the issue of academic procrastination is crucial for fostering
long-term success and development among students. Understanding the interaction
between circadian rhythms and task types can help develop more effective time
management techniques and interventions.

© 2023 Dasmariñas Integrated High School. All Rights reserved.

 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

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Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

The Prevalence of Academic Procrastination among Senior High School Grade 11

Under the Science, Technology, Engineering, and Mathematics Strands of
Dasmariñas Integrated High School
INTRODUCTION

Background of the Study

Procrastination is believed to be a self-regulation failure that is associated with a

variety of personal and situational determinants (Hen and Goroshit, 2018). However,
Visser et al. (2018) suggest that procrastination is a complex behavior that involves both
cognitive and emotional elements as well as evaluations of one’s competence. Recent
research suggests that instead of being purely a self-regulation or time management
problem, procrastination is also strongly influenced by psychological factors, such as low
confidence in one’s abilities to perform. Thus, procrastination has traditionally been
understood as a self-regulation or time-management problem (Wolters et al., 2017).

Academic procrastination can be described as the voluntary delay of intended

coursework despite the awareness and expectation that the negative consequences will
outweigh any short-term pleasure (Gagnon et al., 2019). Academic procrastination is a
significant concern for students because it often leads to last-minute task completion,
resulting in lower performance and heightened stress and negatively impacting their
mental well-being. Literature states that procrastination has a negative impact on a
student's learning, attitudes, and performance in the academic field (Hayat et al., 2020).
Addressing this issue is crucial for fostering the long-term success and development of
these students.

In a broader global context, procrastination is a common issue among students,

especially in college. It affects about 80-95% of college students, with 75% considering
themselves procrastinators. This issue is known as the "student syndrome" and varies
depending on the task. For example, in introductory psychology courses, around 46%
procrastinate on term papers, 30% on weekly assignments, and 28% on exam
preparation (Shatz). However, in the study of Ballard (2018), said that procrastination is
not all about the avoidance of tasks. Still, it should also involve doing things that don't
make sense, are harmful, or irrelevant. Moreover, Janssen (2015), examined academic
procrastination among high school and college students, finding that college students
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procrastinate more than high school students. Age was noted as a factor to consider. The
study didn't find a significant link between academic procrastination and academic
achievement, as measured by grade point average.

Academic procrastination is a prevalent issue that affects students of all

educational levels, hindering their academic achievement and overall well-being. This
issue is especially relevant for Grade 11 students specializing in Science, Technology,
Engineering, and Mathematics (STEM) at Dasmariñas Integrated High School (DIHS).
This research aims to thoroughly investigate the prevalence of academic procrastination
among Grade 11 STEM students at Dasmariñas Integrated High School. It seeks to
understand how procrastination impacts academic performance and, by doing so, offers
insights into its broader implications for educational success.

Based on a prior study by Pu et al. (2022), bedtime procrastination and how it

relates to students' circadian rhythms, but they didn't address or explore much of the
effect of circadian rhythms on task types: Examine how different task types—such as
cognitive, creative, and routine ones—interact with circadian cycles to affect
procrastinating tendencies. Do circadian fluctuations cause people to put off completing
certain jobs at particular times of the day? Or the effect of task complexity and circadian
rhythms: Examine how circadian cycles and task complexity (e.g., simple vs. complex)
combine to influence procrastination. Are individuals more likely to procrastinate on
complex tasks during specific circadian phases? Insights into the interaction between
circadian rhythms and task types in the context of procrastination can be gained by filling
in these research gaps. This could result in more effective time management techniques
and interventions that are suited to each person's unique circadian preferences and task
requirements.

Front study (2016), on the other hand, investigated the relationship between
procrastination, blameworthiness, and responsibility among undergraduate students, but
did not address the question of whether different types of responsibilities (such as
academic tasks, duties related to the workplace, and personal goals) are more prone to
procrastination as a result of how people prioritize them. Do people put off doing things
they think are less important more often? or the effect of responsibility hierarchies, where
it's important to look into whether people have clear-cut systems for prioritizing their
responsibilities and whether these systems encourage procrastination. Filling in these
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study gaps can advance our knowledge of how prioritizing responsibilities affects
procrastination tendencies and guide the creation of interventions and techniques to help
people become better task managers.

According to Gagnon et al. (2019), academic procrastination is the deliberate

postponement of scheduled coursework while knowing and anticipating that the costs will
outweigh the immediate pleasure. Using the previously mentioned rationale will clarify
why the researchers were aware of this research issue. Additionally, the study will lay a
foundation for future researchers to follow and contribute to their knowledge of the
phenomenon known as academic procrastination.

Statement of the Problem/Objective of the Study

This study aims to investigate the factors contributing to academic procrastination

among Grade 11 students in the Academic Strand specializing in Science, Technology,
Engineering, and Mathematics (STEM) at Dasmariñas Integrated High School. The specific
research questions are:

1. What is the demographic profile of respondents, considering factors such as:

1.1. Sex

1.2. Age

1.3. Section

2. What are the causes of procrastination in terms of:

2.1. Hobbies/ Interests Done Daily

2.2. Circadian Rhythm

2.3. Household Chores and Responsibilities

3. What is the prevalence of academic procrastination among Grade 11 students in the

Academic Performance Strand specializing in Science, Technology, Engineering, and
Mathematics (STEM) at Dasmariñas Integrated High School?

4. Is there a significant difference in academic procrastination among the respondents

when grouped according to their profile?
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Scope and Limitation

The purpose of this study is to determine the prevalence of academic

procrastination. Randomly Selected grade 11 engaged in the STEM (science, technology,
engineering, and math) academic tracks will be involved in this study. Dasmarinas
Integrated High School will be the setting of this study's conduct. Due to the relatively
average numbers of the population, the researchers concluded that gathering data may
take several weeks. The participants’ accessibility and the effectiveness of the data-
gathering procedure both affect the timetable. The research tool will be the Procrastination
Assessment Scale for Students (PASS).

A cluster random sampling technique will be used for data gathering. The whole
population clustered into their specific section would help determine the data gathered
from the respondents effectively, which is the reason why the researchers deduced this
random sampling technique to be fit for use.

Significance of the Study

This section deals with the beneficiaries of the study.

The Students. This study will be beneficial to the students in addressing awareness
of fostering or facilitating procrastination and provide recommendations to reduce
and prevent academic procrastination.

The Teachers. This study may provide them with insights into the development of
the educational situation regarding the prevalence of academic procrastination,
which may give them ideas for assistance to preclude the procrastination of
students.
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The Parents. This study will be beneficial to parents in assisting their children in
comprehending and managing their time, in addition to preventing procrastination.

The School Guidance. This study may provide school guidance counselors with
various methods for minimizing students' academic procrastination behavior.

Future Researchers. This will serve as their reference for their future studies.

Definition of Terms

Procrastination - to put off intentionally the doing of something that should be

done.

Academic Procrastination - a phenomenon where students unnecessarily postpone

the completion of activities, projects, and assignments.

STEM - is an educational program developed to prepare primary and secondary

students for college, graduate study, and careers in the fields of science, technology,
engineering, and mathematics (STEM).

Circadian Rhythms - physical, mental, and behavioral changes that follow a 24-hour
cycle. Besides examining how various task types—such as regular, creative, and cognitive
ones—interact with circadian cycles to affect procrastination tendencies, will look at who is
more prone to put off doing complex activities during particular circadian phases.

Review/Survey of Related Literature

Multifaceted Reasons and Triggers That Lead to Procrastination

Fear of Failure. Zarrin (2020), has suggested that a fear of failure or a fear of not
meeting personal or external expectations can significantly contribute to procrastination.
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Individuals might put off tasks to avoid the stress or anxiety related to potential failure. It
appears that people who have a high sense of responsibility consider themselves more
responsible for the learning process, so they include the rest of the self-regulatory
components such as target selecting memory strategy. Furthermore, a responsible person,
when asked to do a task in the campus environment, is responsible for completing the task.
Thus, responsible people overcome their fears and it may be because of this which initially
predicts the responsibility for procrastination.

Temporal Gratification. The lure of immediate/ temporal rewards.A conception

(2020). Temporal discounting is a cognitive mechanic
underlying procrastination.Temporal discounting is the mechanism underlying
procrastination. When faced with a task in its initial stages, where the eventual reward is
distant, people would temporarily discount the value of that future reward. As a
consequence, the temporarily discounted future reward fails to provide sufficient
motivation for people to start working until the deadline looms near.

Task Aversion. Sirois and Pychyl (2013), some people might procrastinate due to a
dislike for the task itself. When a task is unpleasant or tedious, individuals tend to delay it in
favor of more enjoyable activities. Choosing to voluntarily delay despite our intention
reflects a basic breakdown in our self-regulation. This breakdown occurs most often when
we are faced with a task that is viewed as aversive (i.e., boring, frustrating, lacking meaning
and/or structure) and therefore leads to unpleasant feelings or negative moods.

Lack of Motivation. The absence of intrinsic or extrinsic motivation, as explored in

research by Meşe and Sevilen (2021), can result in procrastination. Dornyei (2015) views it
as an indispensable part of the challenging task of learning and its absence will fail
individuals even if they’re equipped with the most outstanding abilities and a robust
motivation will make up for important deficiencies. Motivation is the first condition to take
on a learning task and it is the engine that powers the process. Dornyei (2020), suggests the
concept of motivation is closely associated with engagement and motivation must be
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ensured to achieve student engagement. When individuals lack a clear purpose or strong
incentives to complete a task, they tend to delay it.

Poor Time Management. Studies by Al-Zoubi (2016), time management is a very

worthwhile issue while being a key factor in any success at all levels of life and for that, the
term time management is strongly associated with administrative work. Despite its
importance, it is never an easy task to manage time individually and a need for specific
qualifications along with many personal skills are then a must. They also have highlighted
that poor time management skills, such as underestimating the time required for a task or
not prioritizing effectively, contribute significantly to procrastination behavior.

Procrastination on Academic Performance, Mental Health, and Overall Well-being of

Students.

Academic procrastination is often defined as the act of delaying academic

responsibilities such as studying for exams, and this issue can lead to, or be a result of,
stress that ultimately impacts a student's academic performance (Khalid et al., 2019). It is a
prevalent concern among a significant portion of university students, with research
indicating that over 70% of college students experience delays in task completion, which
negatively influences their academic achievements. Moreover, approximately 58% of
undergraduate students engage in procrastination for three hours or more daily.

One significant factor contributing to student procrastination is stress, which can

stem from various sources such as family issues, environmental challenges, and personal
problems (Ashraf et al., 2019). The way parents raise their children plays a crucial role in
students' tendency to procrastinate regarding school tasks. High parental expectations can
create significant stress for students. Positive parenting techniques help shape a child's
personality and character positively, while negative parenting behaviors can weaken a child,
resulting in reduced academic performance (Khalid et al., 2019).
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Research demonstrates that procrastination has consequences that extend beyond

academics. Habitual procrastinators experience heightened stress levels and reduced well-
being. This suggests that procrastination is associated with negative outcomes in terms of
health and well-being. One of the most significant findings of the study is the connection
between procrastination and stress. Students who procrastinate often experience increased
stress due to looming deadlines and incomplete academic tasks. This heightened stress can
have long-term implications for their mental health, potentially leading to increased anxiety
and decreased life satisfaction (Sirois and Pychyl, 2016).

Boysan and Kiral (2017), showed that distress and lousy performance in academics
is caused by insufficient time management and last-minute cramming for exams. Peer
influence is also a factor causing procrastination among young adults. Symptoms of
academic procrastination include poor sleep, high levels of stress, delayed work due to lack
of time, improper completion of homework, confusion, self-blame, feelings of guilt and
inadequacy, low self-esteem, anxiety, and depression (Custer, 2018).

In a prospective study conducted by (Gareau et al., 2018), it was revealed that

academic procrastination has a significant and unique negative effect on university grades,
independent of past academic achievements and working memory capacity. This study also
demonstrated that the relationship between procrastination and achievement is mediated
by task-oriented and disengagement-oriented coping strategies, emphasizing the crucial
role of self-regulatory mechanisms in understanding the impact of procrastination on
academic performance.

Academic procrastination is a widely observed phenomenon that affects students

across various educational settings. Statistics suggest that between 50% and 90% of college
and university students engage in procrastinatory behaviors. Researchers and practitioners
have emphasized the adverse consequences of academic procrastination on students'
academic progress and overall well-being. Its growing prevalence in modern education has
garnered significant research interest, driven by its potential impact on the future
professional development of students.
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Kuftyak's study (2022) reveals a strong positive correlation between academic

procrastination and stress among students. Low-performing students, characterized by
traits like laziness and poor perfectionism, are more prone to procrastination. In contrast,
high-performing students exhibit better self-discipline and self-control in managing
academic responsibilities. The study shows that academic performance is positively
associated with self-discipline but negatively correlated with frustration, conflicts, and
stress responses. It also emphasizes the interconnected nature of procrastination, stressors,
and responses, including social anxiety, failure avoidance, and various procrastination
indicators.

The Role of Technology and Its Impact on Procrastination

According to Türel and Dokumaci (2022), the use of media and technology in
today’s learning society affects students in all education levels. Academic prowess serves as
the capability to comprehend teachings at school but the utilization of the internet and
gadgets being used are hindering the skills of students by creating an effect of
procrastinating in their time of study or schoolwork. Furthermore, the students are capable
of being addicted to said exposure to social media.

Technology can be defined as a futuristic tool that has many benefits to its users when

operated professionally but comes with disadvantages that negatively affect the user. The
Internet is an indispensable everyday tool for many students, but it also poses a certain
problem to academic careers and may negatively affect students’ mental health, resulting
in academic failure (Geng, 2018).

Digital Competence is a factor that is required when using technology for it to

become an asset to the person who is using it. Thus lacking this said concept will deter the
benefit of being able to utilize its uses to the fullest potential and could bring about
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obstacles such as Academic procrastination, especially to students in the post-academic

period. Due to the circumstance of the lack of research regarding this field of knowledge
(Ayda-kinik, 2023).

Social networks have been in the lives of internet users, and the increasing
prevalence of smartphones only strengthens this phenomenon. Today, these two
technologies are connected, considering that smartphones are prevalent nowadays, and
popular especially amongst students. Combining these technologies will lead to a series of
behaviors that cause students to spend more time with them than actually studying
(Giunchiglia, 2018).

Rahardjo et al. (2013), stated that academic procrastination in college students is

fairly and commonly found. Limited knowledge about maximizing the use of computer
technology might lead to anxiety when using a computer,
which can delay the completion of

computer-related course assignments.

Familial and Social Pressures That Influence Procrastination

It is essential to identify the factors that facilitate procrastination related to academic tasks
in students. A previous study has shown that academic procrastination can be linked to
family issues, environmental issues, and personal issues ( Zakeri et al., 2013). Parenting
behaviors can play a positive or negative role during the socialization process ( Chen, 2017).

Social Network Sites (SNS) platforms allow for the creation of personal profiles,
communication, and interaction with other users regardless of their location, experience, or
language. Despite these benefits, some usage styles may turn out to be harmful such as
obsessive and hasty usage that can be seen as a Digital Addiction ( Kuss et al., 2014).
Blackwell et al. (2017), also added that Social Networking Sites (SNS) further provide a way
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to peer pressure, an efficient technique of persuasion where users feel obligated, not
necessarily because of the achievement of specific objectives, but rather because of the
fear of missing or losing popularity. According to numerous studies, procrastination on
social networking sites has emerged as an increasingly prevalent issue in the context of
work and academia (Metin et al., 2016; Prem et al., 2018). Given the high level of user
enjoyment provided by SNSs, or as a consequence of the pressure users are feeling to react
rapidly enough to meet their client's expectations, it can be asserted that there is an
increase in the potential for procrastination and late work.

Effective Time Management Skills and The Reduction of Procrastination Behaviors

One simple technique that is thought to be able to reduce procrastinating behavior

is self-management training. The methods that are employed include student talks
counseling and guidance. The three phases of the strategies are as follows: first, self-
monitoring, which involves learning to recognize the actions that lead to procrastination. In
self-monitoring, individuals are supposed to be aware of the behavior they wish to alter.
Training in stimulus control, or stimulus control, is the next step. Students who practice
stimulus control alter their behavior by talking with their friends about the things that make
them procrastinate. Rewarding oneself is the last phase, affirmation, wherein individuals
are requested to control or reinforce their actions ( Sastri, 2022 ).

Undergraduate students learned how to better manage their time through a four-
hour time management program presented by Häfner et al. (2014). It contained modules
with an emphasis on weekday organization, prioritization, monitoring, and implementation
goals. Compared to control students, after one month, participants showed a noticeably
improved workload distribution throughout the term.

Planning, organization, guidance, and control, after all, are the cornerstones of
modern effective management through the use of management process aspects. This aids
in efficient time management and helps us accomplish our objectives in less time, money,
and effort. (Hila et al., 2017). Numerous time management strategies reduce distractions
and procrastination while enhancing discipline, particularly when conducting research.
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Monitoring, goal-setting, prioritizing, planning, authorizing, and time-spending analysis are

some of these strategies (Chase et al., 2013).

While self-help books can be helpful, the individual must comprehend the
information and apply it to their situation (Pychyl, 2013). Workshops or training sessions
that teach groups about procrastination and potential behavior-change tactics would be a
more intensive form of treatment. Therapy, a guided approach with a therapist, usually
given one-on-one but occasionally even in a group setting, would be an even more effective
solution.

According to Song et al. (2015), parents continue to be one of the most important
social figures when it comes to their child's daily interactions despite the known changes
that occur during adolescence. Parents who support their child's autonomy can do three
things: encourage their child to make decisions on their own, explain their decisions to
them, and show empathy for their feelings (Bureau & Mageau, 2014). Parental autonomy
support is positively correlated with a child's intrinsic motivation, engagement, effort, and
academic accomplishment from grade school to college, according to a recent meta-
analysis study (Vasquez et al., 2015). Therefore, it is likely that parenting styles that
encourage autonomy help adolescents develop into engaged, productive learners who can
manage their time well for schoolwork and prevent themselves from getting things
disconnected.
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

Conceptual Framework

In the above example, we see that the prevalence of academic procrastination is

the dependent variable and the demographic profile is the independent variable. In the
context of studying academic procrastination, control variables include factors like
hobbies/interests done daily, circadian rhythm, and responsibilities at home. These
variables are controlled or held constant to isolate the specific impact of factors being
studied (like maybe the influence of technology, stress, or specific study environments) on
academic procrastination.
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

METHODOLOGY

Research Method and Design

Descriptive design method of research will be used in this study. The

descriptive design is simply defined as a type of research design that aims to
systematically obtain information to describe a phenomenon, situation, or population.
This method provides essential knowledge about the concept of the study. Hence. this
research type is deemed to be the most appropriate for the perceived since this involves
assessment of the given condition.

Sampling Technique

Dasmarinas Integrated High School has 4 sections within our target

population in grade 11 Science Technology Engineering and Mathematics (STEM)
Academic Strand, with an average of 40 - 47 students per section. Our target
respondents are 180 students, although we use the Raosoft app to minimize our
respondents. Raosoft, a software that primarily calculates or generates the sample size
of a research or survey, gives us 123 as the minimum recommended size for our
survey.

We conducted a cluster sampling technique wherein we can randomly select

among these clusters to form a sample.

Research Instrument

The instrument used to collect data was the questionnaire. This was used
because it gathered data faster than any other method. Besides, the respondents are
more likely to answer when the questionnaire is given to them. They could immediately
answer the questionnaire.
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

The researchers prepared their questionnaire. The draft of the

questionnaire was drawn out based on readings, experiences, reviews published, and
unpublished studies relevant to the study. The researchers saw that there were enough
items to collect data to cover all aspects of the problem and to answer all the specific
questions under the statement of the problem. Then, the researchers submitted the
questionnaire to the advisers for collection after which it was finalized.

For validation purposes, the copies of questionnaire were given to the

advisory teachers of Dasmarinas Integrated High School. The advisory teachers
referred a person of authority to validate the self-made questionnaire. Afterward, the
items in the questionnaire were revised for more clarity and definiteness.

The copies of the questionnaire were then distributed personally by the

researcher to the respondents.

Data Gathering Procedure

The self-made questionnaire by the researchers was not initially validated,

thus the researchers made revisions to the study. The self-made questionnaire was
validated after the researcher made revisions to it. After that, the researchers increased
the number of copies needed to fit all the respondents. The scheduled date and time for
the survey administration was on January 13, 2024, at 7 am. The respondents are from
Grade 11 STEM students at Dasmarinas Integrated High School

Before distributing the survey questionnaires to the respondents, the

researchers obtained informed consent from participants or guardians, emphasizing
their voluntary participation.

The researchers then distributed the survey questionnaires to each section of

grade 11 STEM to answer. The questionnaire was specifically tailored to assess
academic procrastination among high school students in the STEM strand. The
researchers used a cluster random sampling technique to ensure representation from
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

various sections or classes within the STEM strand. The researchers monitored the data
collection process to address any concerns or questions from the participants. It was on
the same day that the questionnaires were retrieved, ensuring confidentiality and
anonymity.

The copies of the results of the retrieved survey were then tabulated. The
data gathered were analyzed and interpreted through the use of the most suitable
statistical procedure.

Data Analysis Procedure

1. What is the profile of the respondents?

Table1

Frequency and Percentage by Sex

Sex f %

Male 60 48.78%

Female 63 51.22%

Total 123 100%

Frequency and percentage by sex. As shown in the table the majority of

respondents were female with 51. This counts for 22% of the sample.

Table 2

Frequency and Percentage by Age

 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

Age f %

15 1 0.81%

16 72 58.54%

17 44 35.77%

18 3 2.44%

19 1 0.81%

20 1 0.81%

22 1 0.81%

TOTAL 123 100%

As we can see on the table the greatest frequency of the participants are 16
years old with a range of 58.54% and the least frequency is 15, 19, 20, and 22 years old
with 0.81% each.

Table 3

Frequency and Percentage by Section

Section f %
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

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Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

STEM 11-A 32 26.02%

STEM 11- B 31 25.21%

STEM 11- C 31 25.21%

STEM 11- D 28 22.76%

Total 222 100%

On this table, it shows the frequency and percentage by sections wherein it is

used to determine the groups proportion with respect to the total number of
respondents.

2. What are the different Causes of Academic Procrastination in terms of: Hobbies/
Interests Done Daily, Circadian Rhythm, Household Chores and Responsibilities?

Table 4

Mean and Standard Deviation based on Hobbies/Interests Done Daily

 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

Questions Mean SD Adjectival

Meaning

1. I used to play video games

2.97 0.087 Agree

2. I love watching movies

3.13 0.041 Agree

3. I allot my time scrolling on social media

3.34 0.081 Strongly agree
platforms such as Tiktok, Facebook, Instagram,
and Twitter

4. I usually hang out with my friends after school

2.75 0.057 Agree

5. I love spending my time in leisure activities

2.73 0.011 Agree
(painting, drawing, poems, etc.)

Table 4 displays the mean and standard deviation of the possible factors for
Academic Procrastination based on hobbies/interests done daily. By analyzing the
results, we observed that statement number 3 obtained the highest mean (M=3.34),
indicating that the respondents allocated more time using social media platforms than
doing other important tasks. While statement number 5 yielded the lowest mean with
(M=2.73) which shows that the respondents are not interested in activities that are not
associated with gadgets and social media platforms.

Table 5

Mean and Standard Deviation based on Circadian Rhythm

Indicators Mean Standard Verbal

Deviation Interpretation
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

1. I experience difficulty concentrating 3.20 0.065

Agree
due to lack of sleep.

2. I experience daytime sleepiness. 3.48 0.056

Strongly agree

3. I usually stay up all night finishing my 3.28 0.071

Strongly agree
schoolwork.

4. I often go to bed early in the evening 1.76 0.015

Disagree
(7pm) so that I can have 8-10 hours of

sleep.

5. I study more efficiently before mid- 2.57 0.043

Agree
day.

Table 5 displays the mean and standard deviation of the possible factors for
Academic Procrastination based on circadian rhythm. The mean and standard deviation
were employed to determine the average responses of the respondents and the
variability of the responses, respectively. Analyzing the results, it can be observed that
table 5, that is based on circadian rhythm, obtained the highest mean (M=3.48),
indicating that the respondents mostly agreed or related with statement 2. Conversely,
statement 4 yielded the lowest mean with (M= 1.76) where it shows that they do not
agree with this.

Table 6

Mean and Standard Deviation based on Household Chores and

Responsibilities
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

INDICATORS Mean Standard

Adjectival
Deviation
Meaning

1. I do household chores such as Strongly

vacuuming, dusting, or sweeping 3.37 0.040 agree

2. I take care of younger ones 2.63 0.047 Agree

3. I usually cook/ prepare meals in our Agree

house 2.74 0.040

4. I handle responsibilities related to pets 2.77 0.026 Agree

5. I usually take care of my grandparents 2.22 0.020 Disagree

Table 6 shows the mean and standard deviation of the possible factors for
Academic Procrastination based on household chores and other responsibilities. The
mean and standard deviation were employed to determine the average responses of the
respondents and the variability of the responses, respectively. The researchers
observed that statement number 1 obtained the highest mean (M=3.48) and statement
number 5 yielded the lowest mean with (M= 1.76).

3. What is the prevalence of academic procrastination among Grade 11 students in the

Academic Strand specializing in Science, Technology, Engineering, and Mathematics
(STEM) at Dasmariñas Integrated High School?

Table 7
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

Mean and Standard Deviation based on the prevalence of academic procrastination

INDICATORS Mean Standard

Verbal
Deviation
Interpretation

1. When a certain task doesn’t excite me, I Agree

lose interest and don't do it as soon as

possible 3.17 0.063

2. Thinking that I can finish it at the last Agree

minute 3.03 0.051

3. Low self-efficacy, and don’t have the Agree

confidence or trust in my ability to

complete the task well 2.74 0.042

4. When the deadline is near, I can think Agree

of creative ideas 2.78 0.16

5. Difficulty maintaining focus in the pace Agree

of immediate and more appealing

distractions 3.19 0.02

6. I constantly check my social media Agree

instead of focusing on schoolwork. 2.88 0.03

7. I feel the need to rest for a while 3.36 0.05 Strongly

 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

whenever I'm feeling lazy. agree

8. I experience a lack of motivation. 3.15 0.08 Agree

9. I don't know how to get started on the Agree

task. 2.71 0.04

10. I am confused about how to do it. 2.79 0.02 Agree

11. I think that I still have a lot of time to Agree

complete school activities. 2.84 0.02

12. I have a feeling of not accomplishing Agree

everything at the moment. 2.95 0.054

13. I feel lazy just thinking about my Agree

unfinished school work. 3.14 0.05

14. I prioritize talking to my friends instead Disagree

of doing my schoolwork.

2.41 0.05

15. I play online games before starting to Disagree

finish my schoolwork.

2.36 0.08
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

Table 7 presents the mean and standard deviation concerning the prevalence of
academic procrastination. The mean and standard deviation were utilized to determine
the average responses of the respondents and to assess the dispersion of the
responses, respectively. According to the results, the highest mean obtained was
(M=3.36), indicating that the majority of the respondents are prioritizing their feeling of
not doing everything at the moment which leads to academic procrastination.
Conversely, the lowest mean obtained was (M=2.36) which means respondents
disagreed most with statement number 15.

Table 8

Correlation between Demographic Profile and Academic Procrastination

Variables 1 2

1. Demographic Profile _

2. Academic Procrastination **0.003 _

**. Correlation is significant at the 0.01 level (2-tailed)

*. Correlation is significant at the 0.05 level (2-tailed)

 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

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DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

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