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Procrastination

Procrastination as a Factor Affecting the Academic Performance

of Selected Junior

High School Students of Saint Therese School

SY 2017-2018

A Thesis Presented to the Junior High School Department

St. Therese School

In Partial Fulfillment of Thesis Writing

Alfrancis Moris Enriquez

Grade 10 – Honesty

March 2018

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Table of Contents

Title Page ----------------------------------------------------------------------- 1

Table of Contents ------------------------------------------------------------- 2-4

Approval Sheet ---------------------------------------------------------------- 5

Acknowledgements ----------------------------------------------------------- 6-7

Chapter I: (Problems and Its Settings) ------------------------------------- 6

Introduction --------------------------------------------------------------------- 8

Statement of the Problem ----------------------------------------------------- 9

Significance of the Study ----------------------------------------------------- 9

Scope and Delimitations ------------------------------------------------------ 10

Conceptual Framework ------------------------------------------------------- 10

Hypothesis ---------------------------------------------------------------------- 10

Definition of Terms ----------------------------------------------------------- 10

Chapter II: Review of Related Literature and Studies -------------- 11-12

Chapter III: (Research Method and Procedure-------------------------- 14

Research Design -------------------------------------------------------------- 13

Research Locale -------------------------------------------------------------- 13

Respondents of the Study --------------------------------------------------- 13

Research Instruments -------------------------------------------------------- 13

Sampling Technique --------------------------------------------------------- 14

Statistical Treatment Data --------------------------------------------------- 14-15

Data Gathering Procedure --------------------------------------------------- 15

Chapter IV: (Presentation, Analysis, and Interpretation of Data)-- ------

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Respondents’ Gender --------------------------------------------------------- 16

Respondents’ Age ------------------------------------------------------------- 17

Educational Attainment of Father ------------------------------------------- 18-19

Education Attainment of Mother -------------------------------------------- 19-20

Occupation of Father ---------------------------------------------------------- 21

Occupation of Mother --------------------------------------------------------- 22

Socio-economic Status of Parents ------------------------------------------- 23

Likert Scale --------------------------------------------------------------------- 24-26

General Average --------------------------------------------------------------- 27-28

Chapter 5: Summary of Findings, Conclusion and Recommendation)

Respondents’ Gender ---------------------------------------------------------- 29

Respondents’ Age -------------------------------------------------------------- 29

Educational Attainment of Father -------------------------------------------- 29

Education Attainment of Mother --------------------------------------------- 29-30

Occupation of Father ----------------------------------------------------------- 30

Occupation of Mother ---------------------------------------------------------- 30

Socio-economic Status of Parents -------------------------------------------- 30

General Average ---------------------------------------------------------------- 31

Likert Scale ---------------------------------------------------------------------- 31

Conclusion ----------------------------------------------------------------------- 32

Recommendations -------------------------------------------------------------- 32

Appendix A --------------------------------------------------------------------- 33-35

Appendix B --------------------------------------------------------------------- 36-37

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Appendix C --------------------------------------------------------------------- 38-42

Appendix D --------------------------------------------------------------------- 43-44

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Approval Sheet

This thesis entitled “Procrastination as a Factor Affecting the

Academic Performance of the Selected Junior High School of Saint

Therese School S.Y 2017-2018” was prepared and submitted by Alfrancis M.

Enriquez examined and hereby for the corresponding and examination.

Panel of Examiners

Accepted as the completion of the Requirements for Research 2

committee Oral Examination with the Grade of

Sir. Mark Anthony R. De Leon Sir. Erwin D. Rosales

Mrs. Pamela A. Pacia Ms. Clara Melody A. Quillo Sir Don Enrique Tan IV

Accepted in the partial fulfillment of the requirements for Research 2

Mrs. Elvira C. Ravago

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ACKNOWLEDGEMENTS

The researcher wants to express his deepest gratitude and

appreciation to the following people who helped him accomplish the

conducted study, who never failed to support and guide him throughout the

way even if it has been a bad day, who consistently showed effort to cheer him

up and inspire him to do more and be better. These people who gave him the

allotted strength and wisdom to make his study successful.

First and foremost, The Almighty God, that gave him wisdom

and strength. Who never failed to guide him and protect him in everything that

he does. The researcher believes that he can do all things through God who

strengthens him and it was right God never really doubted him.

Mrs. Elvira C. Ravago, the understanding and very considerate

principal, who gave him a lesson and made him choose and kept reminding the

right path in life.

The researcher’s family especially Josephine Enriquez,

Alfredo Enriquez and my siblings for reminding him to be a strong person.

For giving him full support in everything that he does to make him accomplish

the study.

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The researcher would also like to thank his thesis adviser

Ms. Clara Melody A. Quillo and his class adviser Sir Marvin banana and

his Department Head Sir Erwin D. Rosales, for inspiring him to do the work

good and giving him the words of wisdom. For teaching and guiding him to

make the study a successful outcome.

The researcher’s classmates from Grade 10 – HONESTY

especially, Paul Pajaron, Arvy Malayaw, Julianne Claire tan, Nicole Gutierrez

and also Rashmeet Blagan for giving him assistance and helping him by

showing their moral support.

Lastly, the researcher’s friends, for giving him the right

information on what to do. For lending him their laptops when the researcher

needs to finish the chapters and for their constant support and guidance in

everything he does.or inspiring him to do the work

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CHAPTER I

INTRODUCTION

Procrastination has many negative effects, but luckily there is a simple

solution that makes work easier. Change your mindset about the work you

have to do. Some things are not optional and have to be done, in high school

and in life, so look at work positively. Take into account any feelings of

resistance towards your duties, and push them away. It’s okay to feel stressed,

or like you cannot do what you need. However, you can trick your mind into

being excited about work. Remind yourself of the completely satisfying feeling

of completion. Assignments do not disappear, but mindful motivation will

push you through the most tedious tasks.

Procrastination in large part reflects our perennial struggle with self-

control as well as our inability to accurately predict how we'll feel tomorrow,

or the next day. "I don't feel like it" takes precedence over goals; however, it

then begets a downward spiral of negative emotions that deter future effort.

Procastination causes many problems for highschool students. An

obvious result of continued procastination is a drop in grades and a decline in

school success. Students who do not fully complete assignments and put off

crucial studying receive poorer grades. Procastination also causes heightened

stress, Procrastination helps you to make better decisions.

Sometimes you procrastinate on a decision because you're not entirely

sure which is the right choice for you. Your rational mind and your intuition

are saying opposite things, and you can't quite figure out which one to listen to

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or who's saying what! That's when procrastination becomes your savior

because you avoid jumping into something that might not be right for you. It

buys you time to think about all the options and their pros and cons. Once the

deadline arrives, you're ready to make the decision as you've done your

research.

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Scope and delimitation

This study limited to the Junior high school of St Therese School

S.Y. 2017-2018

Significance of the study

The significance of the study is to know what are the positive and

negative effects does procrastination affect the academic performance of

students.

Statement of the problem

The researcher would like to determine how procrastination affects

the academic performance of the selected junior highschool student that is why

the researcher would like to conduct her research

I. Demographic Profile

a. Age

b. Gender

c. Economic Status (optional)

d. Parents Educational Attainment

e. Parents Occupation

II. . Does procrastination affects the academic performance of selected

junior high school students?

Conceptual Frame

Procrastination Effects Academic


Performance

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Hypothesis

There are Significant Relationships between Procrastination and Academic

Performance. Both of it are part of the Academic system.Because of this, it

affects our behavior which will mostly affect the Academic performance to the

people. That is why the researcher conducted a research with a title of

“Procrastination as A Factor Affecting the Academic Performance of the

selected junior highschool students of St. Therese School S.Y 2017-2018”

Definition of terms

Resistance- the refusal to accept or comply with something; the attempt to

prevent something by action or argument.

Procrastination - the action of delaying or postponing something.

Tedious- is something that is boring and repetitive.

Self-control- is the quality that allows you to stop yourself from doing things

you want to do but that might not be in your best interest.

Motivation- is the reason for people's actions, desires, and needs.

Struggle- A forceful or violent effort to get free of restraint or resist attack.

Precedence- The condition of being considered more important than someone

or something else; priority in importance, order, or rank.

Inability- the state of being unable to do something.

Rational- showing clear thought or reason.

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Chapter 2

According to Paul Graham (2005) most people who write about

procrastination write about how to cure it. But this is, strictly speaking,

impossible. There are an infinite number of things you could be doing. No

matter what you work on, you're not working on everything else. So the

question is not how to avoid procrastination, but how to procrastinate well.

There are three variants of procrastination, depending on what you do instead

of working on something: you could work on (a) nothing, (b) something less

important, or (c) something more important. That last type, I'd argue, is good

procrastination.

That's the "absent-minded professor," who forgets to shave, or eat, or even

perhaps look where he's going while he's thinking about some interesting

question. His mind is absent from the everyday world because it's hard at work

in another.

That's the sense in which the most impressive people I know are all

procrastinators. They're type-C procrastinators: they put off working on small

stuff to work on big stuff.

What's "small stuff?" Roughly, work that has zero chance of being mentioned

in your obituary. It's hard to say at the time what will turn out to be your best

work (will it be your magnum opus on Sumerian temple architecture, or the

detective thriller you wrote under a pseudonym?), but there's a whole class of

tasks you can safely rule out: shaving, doing your laundry, cleaning the house,

writing thank-you notes—anything that might be called an errand.

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Vencat rao (2011) said we spend a lot of our lives doing nothing. Doing

nothing is usually viewed as wasting time, and there are two ways it can be

done. When you waste your own time, it’s called idleness. When others waste

your time, it’s called waiting. I enjoy idleness. I don’t like waiting.

Wasted time is not empty time. Empty time is meditation. You could argue that

meditation is about subjective time standing still. Your productive potential, in

theory, is either preserved or enhanced through empty do-nothing. Wasted

time is also not the same as recovery, relaxation or recharge time. That’s about

using this minute to make another minute more potent.

Wasting time requires putting pointlessly dissipative activity into it. An

annoying argument with an idiot about something that doesn’t matter, that ends

up frustrating you, is a good example. You actively destroy the productive

potential of time. I like doing that sometimes.

Many are disturbed and offended by the very idea of wasting time. There is a

beautiful bit in John Updike’s Rabbit series, where Rabbit Angstrom’s young

girlfriend Jill accuses him of having a “Puritan fear of waste.”

According to Dr.Ferrari (2010) One area of research we focus on is

indecision – purposely waiting to make a decision. We explored why some

people find it so hard to make decisions. Sure, gathering resources and

information is productive and useful but some people seem to be unable to

make decisions – these are the serious procrastinators. They let others decide

for them, so there is no blame for failure attributed to them.

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Procrastination is not waiting and it is more than delaying. It is a decision to

not act. It is very helpful and useful to gather information to make an informed

decision, but when one simply continues to gather beyond the point of

adequate resources, then they are being indecisive and the waiting is

counterproductive.

Let’s live life now and enjoy our lives. Don’t delay because of fears or

insecurities.

Kendra Cherry (2006) said we all procrastinate at some time or another, and

researchers suggest that the problem can be particularly pronounced among

students. An estimated 25 to 75 percent of college students procrastinate on

academic work. One 2007 study found that a whopping 80 to 95 percent of

college students procrastinated on a regular basis, particularly when it came to

completing assignments and coursework. A 1997 survey found that

procrastination was one of the top reasons why Ph.D. candidates failed to

complete their dissertations.

According to Megan Gambino(2012)

Procrastinate in just about every possible way and always have, since my

earliest memories going back to when I first starting going to elementary

school and had these arguments with my mother about making my bed.

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My mom would ask me to make my bed before going to school. I would say,

no, because I didn’t see the point of making my bed if I was just going to sleep

in it again that night. She would say, well, we have guests coming over at 6

o’clock, and they might come upstairs and look at your room. I said, I would

make my bed when we know they are here. I want to see a car in the driveway.

I want to hear a knock on the door. I know it will take me about one minute to

make my bed so at 5:59, if they are here, I will make my bed.

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Chapter 3

Research Design and Method

Methodology

This chapter shows the description of the Research Design, Research

Locale, Research Instrument, Data Gathering, Sampling Technique,

and Statistical Treatment that was used.

Research design

The descriptive method of research was used for this study, general to specific

wherein it will include all those studies that will support to represent facts

concerning the nature and status of the school. It is concerned with the

condition of relationships that exist; effects that are being felt

Research Locale

The researcher would focus this study in Saint Therese School, located at #27

Aurora Drive, Vergonville Subdivision, LasPiñas City.

Respondents of the Study

The respondents of the study would be the Selected Junior High school

students of St. Therese School SY: 2017 – 2018.

Research Instrument

The research instrument that the researcher will use is a questionnaire. The

questionnaire has a demographic profile and a yes/no question, That will be

answered by the respondents regarding the topic, Procrastination as a Factor

Affecting the Academic Performance of Selected Junior High school students.

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Sampling Technique

Sampling Technique The sampling technique that was used by the researcher is

the Selective which consists of Selected Junior high school students. The

chosen sampling technique is to eliminate systematic bias by giving all

individuals equal and independence chance to be selected.

Statistical Treatment Data

Frequency distribution is a table that displays the frequency of

various outcomes in a sample. Each entry in the table contains the frequency or

count of the occurrences of values within a group or interval, and in this way,

the table summarizes the distribution of values in the sample.

𝐹𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = 𝑋 100
𝑇𝑜𝑡𝑎𝑙 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦

A Likert Scale is a psychometric scale commonly used in

research that uses questionnaires. It is a psychological measurement device that

is used to gauge attitudes, values, and opinions. It functions by having a person

complete a questionnaire that requires them to indicate the extent to which they

agree or disagree with a series of statements.

The Pearson product-moment correlation coefficient (or

PPMCC, for short) is a measure of the strength of a linear association between

two variables and is denoted by r. It is a measure of the strength of the linear

relationship between two variables.

r= n (∑xy) – (∑x) (∑y)

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√ [n (∑x2) – (∑x) 2] [n (∑y2) – (∑y) 2]

Data Gathering Procedure

The researcher made a questionnaire consisting of 10 Yes or No

questions that were approved by his thesis adviser. The researcher will then

prepare for the survey. He was assigned to wear a Corporate attire, The

researcher will then go to the designated classrooms. The researcher will

introduce himself in front of the students and will explain the instructions, so

that they can answer the survey correctly. When the respondents are done

answering the survey, the researcher will thank the respondents for answering

the questions honestly.

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CHAPTER 4

Presentation, Analysis and Interpretation of Data

Gender Frequency Percentage

Male 26 65%

Female 14 35%

Total 40 100%

Table1.1Frequency Distributions and Percentage of the respondents in terms

of gender

Respondents' Genders
30

25

20

15
Frequency
10

0
Male Female

Graph 1.2 Frequency Distributions and Percentage of the respondents in

terms of gender

In the summary of findings in Frequency Distribution and Percentage

of the respondents in terms of Gender, the researcher obtained Table 1.1 giving

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a total of 14 respondents for female with a percentage of 35%, and 26

respondents for male with a percentage of 65%.

Age Frequency Percentage

13-15 32 80%

16-18 8 20%

19-20 0 0%

Total 40 100%

Table 2.1 Frequency Distributions and Percentage of the respondents in terms

of Age

Respondents' Age
35

30

25

20

15 Frequency

10

0
13-15 16-18 19-20

Graph 2.2 Frequency Distributions and Percentage of the respondents in

terms of Age

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The researcher obtained Table 2.1 giving a total of 0 (0%) respondents

ranging from 13-15 years old, 32 (80%) respondents ranging from 16-18 years

old, 8 (20%) respondents ranging from 19-20 years old, 0 (0%) respondents.

EDUCATIONAL ATTAINMENT OF FATHER

Educational Attainment Frequency Percentage

High School Under Graduate 1 2.5%

High School Graduate 2 5%

College Undergraduate 0 0%

College Graduate 37 92.5%

Total 40 100%

Table 3.1 Frequency Distributions and Percentage of the respondents in terms

of Educational Attainment of father

40
35
30
25
20
15 Frequency
10
5
0
High School High School College College
Under Graduate Undergraduate Graduate
Graduate

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Graph 3.2 Frequency Distributions and Percentage of the respondents in

terms of Educational Attainment of father

Shows that 37 or 92.5% of the respondents’ father are College Graduates. 2 or

5 % are high school graduate. 0 or 0% from the college under graduate.1 or 2.5

% is from the high school under graduate

Occupation Frequency Percentage

White Collar 20 50%

Blue Collar 15 37.5%

Others 5 12.5%

Total 40 100%

Table 4.1 Frequency Distributions and Percentage of the respondents in terms

of Occupation of Father

25

20

15

Series1
10

0
White Collar Blue Collar Others

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Graph 4.2 shows that father of 20 respondets have white collar

{e.gengineer,corporateemployees,bussines man

Educational Attainment of mother

Educational Attainment Frequency Percentage

High School Under Graduate 0 0%

High School Graduate 4 10%

College Undergraduate 4 10%

College Graduate 32 80%

Total 40 100%

Table 5.1 AND GRAPH 5.2 Frequency Distributions and Percentage of the

respondents in terms of Educational Attainment of mother

35

30

25

20

15
Frequency
10

0
High School High School College College
Under Graduate Undergraduate Graduate
Graduate

Graph 5.2reflects the graphical representation of the said table. It’s clearly

seen that most of the respondents’ mothers were college graduates.

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States that majority of the respondents’ mothers are College Graduate having

32 or 80% then it was followed by 4 or 10% from the high school graduate. 0

or 0% of respondence mother is high school under graduate and from College

Undergraduate having 4 or 10% respondent.

Occupation Frequency Percentage

White Collar 18 45%

Blue Collar 8 20%

Others 14 35%

Total 40 100%

Table 6.1 Frequency Distributions and Percentage of the respondents in terms

of Occupation of Mother

Frequency
20
18
16
14
12
10
Frequency
8
6
4
2
0
White Collar Blue Collar Others

Graph 6.2 Frequency Distributions and Percentage of the respondents in

terms of Occupation of Mother

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Table 6.1 The researcher obtained Table 6 giving a total of 18 or 45% of them

having White Collar, 8 or 20% from Blue Collar and 14 or 35% having other

jobs.

Graph 6.2 is just a graphic representation of table 6.1. It can be seen that in

majority, the white collar is the highest among other occupations.

Socio-Economic Status Frequency Percentage

10,000 -20,000 15 37.5%

30,000-40,000 17 42.5%

50,000-60,000 8 20%

Total 40 100%

Table 7.1 Frequency Distributions and Percentage of the respondents in terms

of SocioEconomic Status of Parents

18

16

14

12

10

8 Frequency

0
10,000 -20,000 30,000-40,000 50,000-60,000

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Graph 7.2 Frequency Distributions and Percentage of the respondents in

terms of Socio-Economic Status of Parents

Table 7.1The researcher obtained Table 7.1 having a majority of 17 or 42.5 %

in the 30,000-40,000, 15 or 37.5 % in the 10,000-20,000 while 8 or 20% in the

50,000-60,000.

Graph 7.2 presents the graphical representation of the Frequency Distribution

in terms of Respondent’s Socio-Economic Status. The graph shows most of the

Respondents’ is in 30,000-40,000

Likert Scale of Questions

Questions YES Percentage NO Percentage

1. In relation to 40 100% 0 0%
school homework
and studying, do
you procrastinate?
2. Do 23 57.5% 17 42.5%
procrastination has
been a cause for you
to receive a lower
grade?
3. Is there a time 32 80% 8 20%
that you didn’t pass
on time because of
procrastinate?
4. Do you passed 33 82.5% 7 17.5%
your shoolworks on
time eventhough
you procrastinate?
5. Do you just work 24 60% 16 40%
on your projects
when it’s already
deadline?

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6. Do you use a 25 62.5 % 15 37.5%


daily/weekly
appointment
planner to organize
the various
activities you need
to attend to,
including school
assignments?
7. Does the 22 55% 18 45%
procrastination
affect your studies?
8. Do you sometimes 25 62.5% 15 37.5%
give up before you
start a task?
9. Do you often try 21 52.5% 19 47.5%
to do several things
at once, not
completing it?
10. Do you often lose 22 55% 18 45%
motivation in the
middle of a task?
QuestionnaireTable 8.1 Frequency of Distributions and Percentage of the

respondents in terms of Yes-No

45
40
35
30
25
20
15
10
5
0 YES

Graph 8.2 Frequency of Distributions and Percentage of the respondents in

terms of Yes-No Questionnaire

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Table 8.1For the question number one, majority answered YES with a

frequency of 40 or 100%.

In question number two, majority answered YES with a frequency of 23 or

57.5%

For question number three, majority answered YES with a frequency of 32 or

80%.

Then for question number four, majority answered YES with a frequency of 33

or 82.5%

For the fifth question, majority answered YES with a frequency of 24 or 60%.

Then for the sixth question, majority answered YES with a frequency of 25 or

62.5 %.

The seventh question, the majority answered YES with a frequency of 22 or

55%

The distribution of the eighth question, majority answered YES with a

frequency of 25 or 62.5%.

For the ninth question, majority answered YES with a frequency of 21 or

52.5%.

Then for the last question number majority answered YES 22 or 55%

General Average Frequency Percentage

74 and below 0 0%

75-79 4 10%

80-84 21 52.5%

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85-89 14 35%

90 and above 1 2.5%

Total 40 100%

TABLE 9.1 Frequency of Distributions and Percentage of the respondents in

terms of general average

25

20

15

10 Frequency

0
74 and 75-79 80-84 85-89 90 and
below above

Graph 9.2 Frequency of Distributions and Percentage of the respondents in

terms of general average

Table 9.1 reveals that there is 0 or 0% respondents, who had an average grade

of 74 and below, 4 or 10 % respondent who had an average grade of 75-79. It

is followed by those who had an average grade of 85-89, having a total of 14 or

35%, 1 or 2.5%respondents who had an average of 90 and above

In Graph 9 it can be inferred that those who got an average grade of 80-84 are

the highest.

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CHAPTER 5

Summary of Findings, Conclusion, and Recommendation

Summary of Findings

The respondents are all in Highschool Department and are from Saint

Therese School.

Respondent’s Gender

The researcher has calculated that majority of the respondents are male,

with the frequency of 26 out of 40, while the female respondents got a

frequency of 14 out of 40.

Respondent’s Age

The Researcher has calculated that majority of the respondents are aged

13-15 years old with the frequency of 32 out of 40. On the other hand,

respondents aged 16-18 years old have a frequency of 8 out of 40 and

respondents aged 19-20 years old and above has a frequency of 0 out of 40 and

there is no respondent aged 19-20 years old and above.

Respondent’s Educational Attainment of Father

Most of the researcher’s respondents’ fathers are College Graduates

with a frequency of 37 out of 40 or 92.5%.are High School Graduate, 2 out of

40 or 5% and are High School Under graduate 1 out of 40 or 2.5% and are

College Under graduate 0 out of 40 or 0%.

Respondent’s Educational Attainment of Mother

Most of the researcher’s respondents’ mothers are College Graduates

with a frequency of 32 out of 40 or 80% and are High School Graduate, 4 out

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of 40 or 10% and are College Undergraduate, 4 out of 40 or 10% and there is

no respondents’ mothers that are High School Under graduate.

Respondent’s Occupation of Father

Majority of the respondents’ fathers are engaged in white collar with a

frequency of 20 out of 40 or 50%, 15 out of 40 or 37.5% respondents’ fathers

are engaged in Blue Collar Jobs, and 5 out of 40 or 12.5% are self-

employed/have other jobs or none at all/housewife.

Respondent’s Socio-Economic Status

Most of the respondents have a monthly family income of 30,000

pesos to 40,000 pesos with a frequency of 17 out of 40 or 42.5%. On the other

hand, 15 out of 40 or 37.5% for respondents with a monthly family income of

10,000 pesos to 20,000 pesos, 8 out of 40 or 20% for respondents with a

monthly family income of 50,000 pesos to 60,000 above.

Respondent’s General Average

Majority of the researcher’s respondents have a general average grade

of 80-84 with a frequency of 21 out of 40 or 52.5%. On the other hand, some

of the respondents got a general average grade of 75-79 with a frequency of 4

out of 40 or 10%, 1 out of 40 or 2.5% respondents got a general average grade

of 90-above, none of his respondents got a general average grade of 74 below.

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Likert Scale of Questions

For question number one, majority answered Yes with a frequency of

40 or 100%. In question number two, majority answered Yes with a frequency

of 23 or 57.5%. For question number three, majority answered Yes with a

frequency of 32 or 80%. Then for question number four, majority answered

Yes with a frequency of 33 or 82.5%. For the fifth question, majority answered

Yes with a frequency of 24 or 60%. Then for the sixth question, majority

answered Yes with a frequency of 25 or 62.5%. The seventh question, the

majority answered Yes with a frequency of 22 or 55%. The distribution of the

eighth question, majority answered Yes with a frequency of 25 or 62.5%. For

the ninth question, majority answered Yes with a frequency of 21 or 52.5%.

Then for the last question and tenth number, 22 or 55% answered Yes.

Conclusions

Therefore, the research has proven that there’s have significant

relationship between Procastinaton and Academic Performance of junior high

school students of Saint Therese School.

Recommendations

To the students, first do your assignment because it definitely has

negative effects mostly to our grades

Second, plan your activities so that you can finish the task earlier

Lastly, as a student will follow the schedule that i created

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To the parents, the parents should encourage their children to finish

the work needed to be done.

Parents should always guide their child through their academic

performance

The parents should teach their child to be responsible enough

through their academic performance.

To the teachers, monitor their student and guide us to our

lesson to have good grade

They should guide their student in managing their time well

processing

They should be approachable to their students work

To the future researchers, this study will help to the future

researchers as their guide to discover further about this topic. I

recommend them to study their topic strictly and carefully.

They should be familiar with this topic in order for you

You must be accurate about your research and you should

improve your research

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Bibliography

 http://www.paulgraham.com/procrastination.html

 http://tetw.org/Procastination

 http://www.apa.org/news/press/releases/2010/04/procrastination.aspx

 https://www.verywell.com/the-psychology-of-procrastination-2795944

 https://www.smithsonianmag.com/science-nature/why-procrastination-

is-good-for-you-2102008/

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APPENDIX A – APPROVAL LETTER

Ms. Elvira C. Ravago

Principal

St. Therese School

Las Piñas City

Dear Madam,

Greetings! This is to request your approval for me to conduct a survey within

the school premises as a part of my thesis entitled “Procrastinator as Factor

Affecting the Academic Performance of the selected junior highschool

Students of Saint Therese School SY 2017-2018”

The questionnaire I have prepared is approved by my thesis writing teacher,

rest assured that the questions prepared will not affect the students’ well-being.

Thank you!

Respectfully yours,

______________________________
Alfrancis M. Enriquez

Researcher

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Procrastination

Noted bv:

_____________________________
Ms. Clara Melody A. Quillo

Thesis Writing Teacher

Recommended by:

_____________________________
Mr. Erwin D. Rosales

High School Coordinator

Approved by:

______________________________
Mrs. Elvira C. Ravago

Principal

______________________________
Mrs. Maria Teresa Pangilinan-Santos

VP, Academic-Affairs

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Procrastination

APPENDIX B – Questionnaire

Topic: Procrastination as a Factor Affecting the Academic Performance


of the Selected Junior highschool Students of Saint Therese School S.Y.
2017 – 2018
Name: _____________________________
Year and Section: ___________________
I. Demographic Profile
Direction: Kindly put a check (√) inside the parenthesis of corresponding
answer.
Age: 13 – 15 ( ) 16 – 18 ( ) 19 – 20( )
Gender: Male ( ) Female ( )

Parent’s Education Father Mother


Highschool Undergraduate ( ) ( )
Highschool Graduate ( ) ( )
College Undergraduate ( ) ( )
College Graduate ( ) ( )
Parents’ Occupation Father Mother
Blue Collar ( ) ( )
White Collar ( ) ( )
Others (please specify) ___________ ____________
Socio-economic Status:
10,000 – 20,000 pesos ( )
30,000 – 40,000 pesos ( )
50,000 – 60,000 pesos ( )
II. Psychographic Profile
General Average: Direction: Kindly put a check (√) on the space provided
after each question.

Yes No
1. In relation to school homework and studying, do you
procrastinate?
2. Do procrastination has been a cause for you to
receive a lower grade?
3. Is there a time that you didn’t pass on time because
of procrastinate?
4. Do you passed your shoolworks on time eventhough
you procrastinate?
5. Do you just work on your projects when it’s already
deadline?
6. Do you use a daily/weekly appointment planner to
organize the various activities you need to attend to,
including school assignments?
7. Does the procrastination affect your studies?

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Procrastination

8. Do you sometimes give up before you start a task?


9. Do you often try to do several things at once, not
completing it?
10. Do you often lose motivation in the middle of a
task?

General Average:

74 below( ) 75 – 79( ) 80 – 84( ) 85 – 89( ) 90 – above ( )

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Procrastination

APPENDIX C – Pearson R

Pearson Product-Moment Correlation Coefficient which means, a

measure of the linear correlation between two variables X and Y. It is linearly

related and has a dimensionless index that may take any value ranging from -

1.0 to 1.0 inclusive. It was made by Karl Pearson and introduced by Francis

Galton in the 1880’s. The formula for Pearson Product-Moment Correlation

Coefficient is:

𝑛 (∑𝑥𝑦)−(∑𝑥)(∑𝑦)
r =
√[𝑛(∑𝑥 2 )−(∑𝑥)2 ][𝑛(∑𝑦 2 )−(∑𝑦)2 ]

Conditions Interpretations

1. If Computed T is > than the It means that there is a significant

Tabulated T relationship between the studies.

It means that there is no


2. If Computed T is < than
significant relationship between
Tabulated T
the studies.

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Procrastination
No. of
x y xy x² y²
Respondents

1 1.9 2 3.8 3.61 4

2 1.6 3 4.8 2.56 9

3 1.8 3 5.4 3.24 9

4 1.9 2 3.8 3.61 4

5 1.7 3 5.1 2.89 9

6 1.7 3 5.1 2.89 9

7 1.9 3 5.7 3.61 9

8 1.4 3 4.2 1.96 9

9 1.8 3 5.4 3.24 9

10 1.6 3 4.8 2.56 9

11 1.8 4 7.2 3.24 16

12 1.5 4 6 2.25 16

13 1.3 4 5.2 1.69 16

14 1.8 3 5.4 3.24 9

15 1.6 3 4.8 2.56 9

16 1.8 2 3.6 3.24 4

17 1.6 3 4.8 2.56 9

18 1.4 3 4.2 1.96 9

19 1.4 4 5.6 1.96 16

20 1.9 4 7.6 3.61 16

21 1.6 5 8 2.56 25

22 1.4 3 4.2 1.96 9

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Procrastination

23 2 4 8 4 16

24 1.3 3 3.9 1.69 9

25 1.6 4 6.4 2.56 16

26 1.4 3 4.2 1.96 9

27 1.9 4 7.6 3.61 16

28 1.2 4 4.8 1.44 16

29 1.7 3 5.1 2.89 9

30 1.7 4 6.8 2.89 16

31 1.9 4 7.6 3.61 16

32 1.9 4 7.6 3.61 16

33 1.7 3 5.1 2.89 9

34 1.7 3 5.1 2.89 9

35 1.7 3 5.1 2.89 9

36 1.7 3 5.1 2.89 9

37 1.9 3 5.7 3.61 9

38 1.6 4 6.4 2.56 16

39 1.6 2 3.2 2.56 4

40 1.7 4 6.8 2.89 16

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Procrastination

Total 66.6 132 219.2 112.4 454

Solution:

𝑛 (∑𝑥𝑦)−(∑𝑥)(∑𝑦)
r=
√[𝑛(∑𝑥 2 )−(∑𝑥)2 ][𝑛(∑𝑦 2 )−(∑𝑦)2 ]

40(282.9)−(71.1)(159)
r=
√[40(127.71)−(71.1)2 ][40(657)−(159)2 ]

11 316−11 304.9
r=
√[(5,108.4)−(5,055.21)][(26,280)−(25,281)]

11.1
r =
√[53.19][999]

11.1
r =
√53,136.81

11
r =
230,5142295

= -0.048153209 or 0.05

𝑛−2
𝑡 = 𝑟√
1 − 𝑟2

38
𝑡 = −0.048153209√
1 − 2.318731537

38
𝑡 = −0.048153209√
0.997681268

𝑡 = −0.048153209√38.0883166

𝑡 = −0.048153209(6.171573268)

= -0.297181057

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Procrastination

Computed t Tabulated t

>
-0.30 0.5

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Procrastination

APPENDIX D – Curriculum Vitae

ALFRANCIS M.ENRIQUEZ

19B hunter St Greenview Subdivision Pamplona 3 Las Piñas City

alfrancis.enriquez@gmail.com

alfrancis.enriquez@yahoo.com

PERSONAL INFORMATION

Gender: Male

Age: 16 years old

Birthday: August 2001

Religion: Catholic

Nationality: Filipino

Civil Status: Single

ACHIEVEMENTS:

EDUCATION

Preschool:

Pedro Guevarra Elementary school

Elementary:

Pedro Guevarra Elementay School

Manila

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Procrastination

High School:

Grade 7-9

University of perpetual help system Dalta

Grade 10

St Therese School

Las Pinas City

LEADERSHIP

 None

SKILLS

 Playing Basketball

 Playing Video games

AWARDS

 Became top 9 when I was grade 6

 Mythical 5 in basketball league since 2015-2016

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