Factors Affecting The Academic Procrastination

ILOILO DOCTORS’ COLLEGE
West Avenue, Molo, Iloilo City
Senior High School Department
“FACTORS AFFECTING THE ACADEMIC PROCRASTINATION
OF GRADE 11 STUDENTS OF ILOILO DOCTORS’ COLLEGE”
In partial Fulfilment for the
Requirement of the Subject
Practical Research 1
Submitted by:
Shannah Jane Lumandas
Eliakim Isaac Trunio
Trisha Barredo
Justin Potato
BACKGROUND OF THE STUDY

In the beginning, procrastination was never related to any negative thoughts as what
society views today. However, from the earlier researches done, procrastination can be one of
the negative behaviour a person could have. This study focuses on the reasons that make
students do this behaviour in their academic performance. This is one way to analyze the range
of motivation and procrastination of the students also their perfectionism attitude towards every
task they have. Furthermore, this study identifies gender differences in influencing the level of
procrastination in their academic excellence.
For many students, procrastination is a strong and mysterious force that keeps them
from completing the most urgent and important tasks in their lives especially on their academic
tasks. Procrastination appears to make each school students postpone and delay their academic
career. Students who procrastinate usually unable to complete important academic task on
time, and may cause them anxiety and disappointment. It is potentially dangerous force,
causing the students to fail out of school, perform poorly at academic tasks and feel negative
emotions.
Study on contributing factors of academic procrastination would provide suggestions and

answers on improving the quality education of each students and reduce their procrastination.
It encourage students to be aware of their procrastination problems and negative
consequences.
CONCEPTUAL FRAMEWORK OF THE STUDY
To conduct this we will be surveying Grade 11 students of Iloilo Doctors’ College to

know if they procrastinate or not. We will be giving questionnaires and interview them one on
one. The gathered data will be organized and reviewed for us to have a conclusion to our study.
It is shown in the figure 1 below the conceptual framework of the study.
Independent Variables Dependent Variables

 Sex
 Academic Awards
-Academic procrastination
 Age
of Grade 11 students in
 Hobby
Iloilo Doctors College
Figure 1. Factors Affecting the Academic Procrastination of Grade 11 Students of Iloilo Doctors’
College as Associated with certain variables.
STATEMENT OF THE PROBLEM
 What are the factors that affects Grade 11 students of Iloilo Doctors’ College to
procrastinate academically?
 What are the factors that make Grade 11 students of Iloilo Doctors’ College
procrastinate on their academic excellence, when categorized as a whole and grouped
according to sex, academic award, age and hobbies?
 Is there any significant difference on the academic procrastination of Grade 11 students
of Iloilo Doctor’s College?
HYPOTHESIS
There is no significant difference on the factors that affect the academic procrastination
of Grade 11 students of Iloilo Doctors’ College.
SIGNIFICANCE OF THE STUDY
Procrastination may result poor products that needs to be done in academic

performances. Thus, schools that apply the recommended approach derived from the results of
this study will be able to train and discipline students better. Administrators will be guided on
what should be emphasized by teachers to improve the student's academic performance.
The findings of this study will redound to the benefit of the following:
Grade 11 Students of Iloilo Doctors' College. This is beneficial to the Grade 11 students of
Iloilo Doctors' College because it can improve their academic performance in school and will set
as a good example to the future generation.
Teachers. This study will benefit the teachers because they can help the students to be more
hardworking and making their works easier since students are passing their works on the said
deadline.
Future Generation. This will benefit the future generation because this study will make them
aware and have enough knowledge to know about the downsides of procrastination.
Other students from different schools. This is beneficial to the other students from
different schools because it can enhance their willingness to become more active in school.
Researchers. This study will help future researchers because this study can be used as a
guide in the near future. Also, this will serve as a gateway to help widen the minds of every
student, teachers, and researchers.
DEFINITION OF TERMS
For the purpose of clarity and better understanding, the following terms
are defined conceptually and operationally.
Academic – based on formal study especially at an institution of higher learning
(Merriam Webster Dictionary. Retrieved. January 29, 2020).
In this study, academic refers to the formal study of the respondents.
Academic Award – any major achievement a student made and been

recognized in some way (Prepscholar. Retrieved. January 17, 2019).
In this study, academic award refers to any achievement the respondents have
made and been recognized in some way.
Age – the length of time someone has been alive or something has existed
(Cambridge Dictionary. Retrieved. January 29,2020).
In this study, age is the length of time the respondents have existed.
Factors – a fact or situation that influences a result (Cambridge
Dictionary. Retrieved. January 29, 2020).
In this study, factors refer to situation that influences the academic

procrastination of the respondents.
Hobbies – an activity that a person does for pleasure when not working
(Cambridge Dictionary. Retrieved. January 29, 2020).
In this study, hobbies refer to activities the respondents did for pleasure when
not working.
Procrastination – the action of delaying or postponing something (Oxford

Dictionary. Retrieved. January 29, 2020).
In this study, procrastination refers to the action of postponing of the

respondents to do their academic tasks.
DELIMITATION OF THE STUDY
The study is delimited only for the Grade 11 students of Iloilo Doctors' College that
experienced procrastination. Students in other grade levels will not be considered. The study
chose students who are in Grade 11 because this grade level is challenging the ability of the
students to succeed in their track. The study is delimited to the factors affecting the
procrastination. The main purpose of the study is to know the factors of procrastination
influencing the academic excellence of students. The study focuses on providing explanation
that made students to do this delaying behavior also it gives awareness about the negative
impact by doing procrastination. The results of the study will be generalizable to grade 11
students of Iloilo Doctors' College.
Chapter 2
Review of Related Literatures
This chapter represents the review on related literature and studies regarding
the topic about Factors Affecting the Academic Procrastination of Grade 11 Students of
Iloilo Doctors’ College. In this chapter the following related articles will be discussed to
give light to this study. (1) Time Management: Procrastination Tendency in Individual
and Collaborative Tasks, (2)Effects of Procrastination on Work-Related Stress,
(3)Differences in Procrastination, (4)Overview of Procrastination, (5)Procrastination and
its Relationship with Self-Esteem, Interpersonal Dependency, and Self-Defeating
Behaviors, (6)Low Self-Efficacy Predicts Higher Levels of Procrastination,
(7)Procrastination and Mental Health Coping, (8) Academic Procrastination: Prevalence
and Relationship to Academic Achievement, (9) Perceptiveness and Sense Impression of
Procrastination, (10)Academic Procrastination and Achievement Goal Orientation as
Predictors of Academic Performance, (11) A Critical Issue for Consideration, (12)Issue
of Procrastination, (13) Reasons of Academic Procrastination Tendencies, (14)Reasons
of Academic Procrastination Tendencies and (15)Procrastinating Can Boost Your
Creativity.
RELATED LITERATURES
Time Management: Procrastination Tendency in Individual and Collaborative

Tasks
Procrastination itself is the deferment of actions or tasks to a later time, or even

to infinity. The word itself comes from the Latin word procrastinus: pro (forward) and
crastinus (of tomorrow). Procrastination is very common and takes place in everyday
behaviours. A wide array of studies link procrastination to personal behavioural factors,
such as lack of motivation, deficiencies in self-regulation, external locus of control,
perfectionism, disorganization, and poor time management. (Ackerman and Gross,
2005; Phillips, Jory and Mogford, 2007)
Effects of Procrastination on Work-Related Stress
Work-related stress is a condition arising from the interaction of people and their
jobs and characterized by changes within the people that force them to deviate from
their normal functioning. One of the factors which increase work-related stress is
procrastination. Procrastination considers a self-handicapping behaviour that leads to
wasted time, poor performance, and increased stress. While procrastination can have
different effects on organizational and individual effectiveness, it is imperative for
managers to identify the various causes and reasons for procrastination and plan to
overcome them.
Differences in Procrastination
Procrastination is very common in the university where students face a multitude

of academic requirements such as examinations, assignments and research works.
Individuals may procrastinate for various reasons. Some are observed to experience
problems in time management, lack of motivation to accomplish a task and inability to
concentrate in one’s work. For most college students, the challenge is how to be able to
balance and manage their studies in spite of the various activities inside and outside the
academe. These actions often hinder themselves from achieving their desired academic
goals. Academic procrastination can be regarded as behavioral, affective and cognitive
phenomenon which results from an individual’s fear of failure and task aversiveness
(Solomon & Rothblum, 1984).
Fear of failure is somewhat related to low self-confidence where individuals delay
tasks because of fear or belief that they will not succeed. Students with high confidence
can somehow respond positively to the academic challenges despite the difficulty of
work. Task aversiveness, on the other hand, is characterized by dislike of activities and
anxiety which leads to procrastination.
Overview of Procrastination
According to Brian A.W. and Tuyen D.N. (2012), it examines the work of some of
the most prominent researchers in this field. It will examine the underlying causes of
procrastination as delineated by the most current research. In addition, it will explore
the hypothesis that procrastination exists on a scale, and that in its most elevated state
can have severe, substantial and lasting consequences. Finally, this paper will review
some methods for blunting the impact of procrastination, and briefly examine what lies
ahead in the study of this condition.
Procrastination and its Relationship with Self-Esteem, Interpersonal

Dependency, and Self-Defeating Behaviors
The Correlational analysis of this study indicated that both procrastination types
separately and combined were significantly related to low self-esteem, dependency on
others, and defeating behaviors. Among specific self-defeating behaviors, decisional
procrastination was related to failing to complete crucial tasks, inciting anger in others,
and rejecting good-spirited others. Behavioral procrastination was related to failing task
completion, rejecting well-minded others, feeling guilty after a positive event, and
choosing handicapping situations. Multiple regression analyses indicated that self-
defeating tendencies of failure to complete crucial tasks and rejecting oppurtunities for
pleasure were significant predictors of decisional, behavioral, and overall dysfunctional
procrastination. Interpersonal dependency also was a significant predictor of both
decisional and dysfunctional procrastination, while self-esteem predicted behavioral
procrastination.
Low Self-Efficacy Predicts Higher Levels of Procrastination
It explores the relationships among academic procrastination, self-regulation,

academic self-efficacy, self-esteem and self-efficacy for self regulation. According to
Robert M.K. (2008), in the first study it was revealed that the other self-variables are
related to procrastination, self-efficacy for self-regulation and in the second study 25%
of 195 participants were classified as negative procrastinators had higher levels of daily
and task procrastination, lower predicted and actual class grades, and lower self-
efficacy for self-regulation.
Procrastination and Mental Health Coping
Chronic procrastination, the purposive and frequent delay in beginning or

completing a task to the point of experiencing subjective discomfort (Ferrari, 2010), is
estimated at 20-25% among adult men and women living around the world. It is
associated with higher levels of stress and anxiety, weak impulse control, lack of
persistence, lack of work discipline, lack of time management skill, and the inability to
work methodically. Examining effective coping behaviors, several studies supported
links between procrastination and an inability to regulate negative emotions, ego-
depletion (Ferrari & Pychyl, 2007), speed-accuracy tradeoffs (Ferrari, 2001), or health-
related goals (Tice & Bratslavsky, 2000). A variety of studies also suggest that
procrastination is linked to negative mental health outcomes with greater stress and
many symptoms of physical illness (i.e. number of symptoms, visits healthcare
professionals, and amount of stress in the past week; see Ferrari, 2010; Ferrari,
Johnson, & McCown, 1995).
Sirois (2006) proposed that procrastination is a behavioral style affecting physical

and mental health, mediated through a behavioral pathway: poor health of
procrastinators may be explained directly by the stress resulting from procrastination,
failing to cope effectively and indirectly by the tendency to put off important health
behaviors. The current brief research extended the known relationships between
coping and chronic procrastination by exploring the underlying structure of frequent
delays related to mental health behaviours among emerging adults (i.e.,
undergraduates). We expected procrastination tendencies to be related to mental
health coping techniques such as positive actions, controllability, expression of feelings
and needs assertiveness, and wellbeing seeking.
Academic Procrastination: Prevalence and Relationship to Academic

Achievement
Academic procrastination is a dynamic behavior that follows a curvilinear

trajectory over time. According to Simon M.M. and Alfred J.I. (2003), they examined
whether there are inter-individual differences in this trajectory, the extent to which
these differences can be predicted by other variables, and the relationship between
temporal changes in procrastination and academic outcomes. They collected multi-wave
data from 303 students regarding their actual procrastination behavior and test
performance during an academic semester, as well as single measurements of their
self-reported levels of trait procrastination, conscientiousness, and neuroticism. Using
latent growth curve modeling, we found that high and low procrastinators followed the
same trajectory over time, that the self-report measures did not predict temporal
changes in procrastination and test performance, and that procrastination behavior was
negatively related to test performance throughout the semester. The implications of
these findings for trait-based theories of procrastination, and the measurement of
procrastination in general, are discussed.
Perceptiveness and Sense Impression of Procrastination
Procrastination is human behavior of delaying tasks, job and/ or actions for

whatever reason for later time. Apparently, it is a way of concealing up anxiety
connected with starting up or finishing the task. As stated by Olea, M.T. and Olea, A.N.
(2014), it is a behavior or delaying tasks despite knowing that there would be a
negative outcome of delay.
Academic Procrastination and Achievement Goal Orientation as Predictors of

Academic Performance
A possible factor that may affect students’ academic performance is the Filipino
Mañana Habit or what is commonly known as procrastination. One of the most
disturbing and cancerous phenomena in the academic setting is procrastination.
Academic procrastinators are infamous for self-handicapping (Brownlow & Reasinger,
2000), in which students may associate their failures in their tasks due to their lack of
studying, rather than their own intellectual capacity. Procrastination is commonly
envisioned maladaptively because of its connection to failure of doing one’s goal.
(Tarin, C.A., and Rio, M.C., (2015).
A Critical Issue for Consideration
Procrastinate is a word meant, delaying from the context. Procrastinating is an

act of delaying that you don’t want to do. Procrastinating is also the avoidance of doing
a task that is needed to accomplish. It is also the practice of doing more enjoyable
things than the important or urgent tasks or putting off impending task to a later time.
Procrastination takes time or takes place until the “last minute” before the given
deadline. People procrastinate cause of personal issues, health issues, home issues or
in academic problem or obligations. According to Hooda, M. (2016), procrastination can
also lead to feeling of being guilt, inadequacy, depression and self-doubt.
Issue of Procrastination
As eloquently stated by Kumar, T. (2017), procrastination often leads to

distraction, poor time management, laziness, pressure to succeed, or too many
obligations. This influences many students to not prioritize their work and or some
important matter needed to be done thus affecting their education. They ignore the
certain tasks which are rather important or urgent. A factor that may also interrupt their
studies are the social media such as Facebook, Twitter, or YouTube which are often
uses to pass time.
Reasons of Academic Procrastination Tendencies

Procrastination is putting off work which must be submitted on a certain deadline
or delaying affairs and in relation to this the tendency of avoiding making a task and
decision. Procrastination has two parts the ‘situational procrastination’ and ‘chronic
procrastination’. As stated by Abu, N.K., and Saral, D.G.(2016), chronic procrastination
pertains is a behavior of being helpless in making a task while situational behavior
occurs in a certain periods and is less common than dispositional procrastination.
A Multivariate Investigation into Academic Procrastination
As eloquently stated by Diaz-Morales, J.F., et al. (2008), the increasing studies

are often paying attention to what could be the reasons or causes of procrastination.
Lack of guidance, laziness, lack of motivation, irrational time management, social
problems, family issues, and influence from peers may also contribute to or be a reason
of procrastinating behaviours.
Procrastinating Can Boost Your Creativity
Procrastination has a bad reputation. Everyone is familiar with this kind of

phenomenon since they have already encountered it. This often leads disappointment,
shame, and anxiety. It is negative to everyone, but sometimes it can favor you. There
are people called active procrastinators, these kind of procrastinators work better under
pressure. They are almost comfortable with fear and feel challenged by approaching
deadlines as they deliberately delay their tasks. However, this method doesn’t apply to
what we call passive procrastinators. According to Oppong, T. (2017), these kind of
procrastinators are the exact opposite, they easily get anxious which results to
overthinking and not getting a job done.
Chapter 3
Research Design and Methodology
This chapter consists of five parts namely: (1) Research Design, (2) Data Sources
and Collection, (3) Selection of the Respondents, (4) Research Method, and (5) Data
Analysis Procedure.
Part one, Research Design, discusses the structure of the study and the research
approach to which the study was situated.
Part Two, Data Sources and Collection, addresses the sources of the data and
presents the research methods employed in the study.
Part Three, Selection of the Respondents, describes the rationale for choosing
the setting of the study and the selection of participants.
Part Four, Research Method, describes the respondents and the data gathering
procedure employed in the study.
Part Five, Data Analysis Procedure, details the specific procedures utilized in
analyzing the data collected during the course of the study.
Research Design
A qualitative study is defined as an inquiry process of understanding a social or
human problem, based on building a complex, holistic picture, formed with words,
reporting detailed views of informants, and conducted in a natural setting
(Cresswell,1994).
This study was quantitative in nature because the research questions led to
interpret and understand the own perspective and ideas of all the respondents. In
addition, the researchers explored the reasons behind procrastination of students and
their conscious awareness about it. To gather data for this study, the researchers
conducted a one-on-one interview with each selected Grade 11 of Iloilo Doctors’ College
students to secure their answers to be valid and true.
Data Sources and Collection

The researchers collected and analyzed the qualitative data through the use of
researcher made survey interview. In collecting the data needed for the study, the
researchers conducted a survey among Grade 11 students in Iloilo Doctors’ College to
find out the factors that make them to procrastinate academically. The respondents
were classified as to age, sex, academic rank and their hobbies.
Selection of Respondents
The target population of this study were the 25 Grade 11 students selected from
Iloilo Doctors’ College.
Distribution of Respondents
Among the 25 respondents, 9 (36%) were males, 16 (64%) were females.
When classified as to age, 5 (20 %) were 16 years old, 15 (60%) were 17 years
old, and 5 (20 %) were 18-20 years old.
When classified as to academic award, 5 (20%) were with honors, 14 (56%)

were with high honors and 6 (24%)were others.
When classified as to their hobby, 14 (56%) watch videos, 5 (20%) play online
games and 6 (24%) surf in social media .
The distribution or profile of the respondents by age, sex, academic award, and
their hobby are presented in Table 1.
Table 1
Distribution of the Respondents by Age, Sex, Academic Award, and Hobby
Category f %
Entire Group 25 100
Sex
Male 9 36.00
Female 16 64.00
Age
16 years old 5 20.00
17 years old 15 60.00
18-20 years old 5 20.00
Academic Award
With Honor 5 20.00
With High Honor 14 56.00
Other 6 24.00
Hobby
Watching Video 56 56.00
Online Gaming 5 20.00

Surf in Social Media 24 24.00
Research Method
For the study, the researchers used a qualitative approach. A qualitative method
involves focus, an interpretive, naturalistic approach to its subject matter. This means
that qualitative researchers study things in their natural settings, attempting to make
sense of, or interpret, phenomena in terms of the meanings people bring to them.
(Denzin and Lincoln, 1994). The qualitative method offers a variety of strengths which
they can utilize such as: in-depth and detailed evaluation and there are wide variety of
information that can be gathered. The researchers’ topic was all about “Factors
Affecting the Academic Procrastination of Grade 11 Students of Iloilo Doctors’ College”
it requires deep thought and extensive information regarding the attitude of
respondents towards their academic performance. The researchers conducted a survey
using an interview to obtain the desired data from the respondents. The interview was
finalized for the purpose of data gathering among the respondents.
Descriptive Analysis
The researchers used frequency and percentage to determine the count, and
mean and standard deviation in determining the level of academic procrastination.
Frequency. It was used to describe the count in the distribution of the
respondents according to age, sex, academic award, and hobby.
Percentage. It was used to describe the percent of the distribution of the
respondents according to age, sex, academic award, and hobby.

Mean and Standard Deviation. It was used to determine the factors that
affects the academic procrastination of the Grade 11 students in Iloilo Doctors’ College.
The following scale of means and corresponding descriptions were employed to
determine the data for level of academic procrastination:
Scale Description
2.34 and above highly observed
1.67-2.33 moderately observed
1.00-1.66 less observed
“Highly Observed” means that the respondents always procrastinate and observe the
factors that affect their academic procrastination. “Moderately Observed” means that
the respondents sometimes procrastinate and observe the factors that affect their
academic procrastination. “Less Observed” means that the respondents seldom
procrastinate or does not habitually procrastinate.
The following scale of means and corresponding descriptions were employed to
determine the data for attitude:
Scale Description Definition
2.34 and above Observed positive
1.67-2.33 Undecided neutral
1.0-1.66 Sometimes Observed negative

Inferential Analysis
The researchers used the Mann Whitney U-test to determine the significant
difference in the factors of procrastination with regards to the two categories of sex
which is male and female, and academic award which are with high honors, with honors
and others.
To determine the significant difference if there is any on the factors that affect
the academic procrastination, the researchers’ used Kruskall Wallis H-test in the three
level categories which are age (16 yrs. Old, 17 yrs. Old, and 18-20 years old) and
hobby (watching videos, playing online games and surfing in social media).
All statistical computations were computed through the use of Statistical Product
and Service Solutions (SPSSV20) Software, set at 0.05 level of significance.
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ILOILO DOCTORS’ COLLEGE

West Avenue, Molo, Iloilo City

Senior High School Department