INTRODUCTION

Background of the Study

Procrastination is the intentional act of delaying something, where one

knows that such a delay will later cause problems. It is seen as a behavioral failure

in which people put off important things and then feel pressed and perform worse.

This behavior can affect any sphere of life, from school to work, and is associated

with mental disorders such as the fear of tasks, anxiety, or perfectionism (Steel,

2007; Klingsieck, 2013; Sirois & Pychyl, 2016). In other words, procrastination is a

very common problem that causes significant emotional stress and real-life

challenges.

In 2022, a paper by Pacaol and Siguan addressed some popular excuses for

procrastination which included psychologically related reasons and cultural habits

like "mañana habit" to describe the general trait of postponing tasks. This type of

procrastination, apparently, is the norm and reinforced again by our flexible

deadlines, economic challenge. These factors poses a challenge to an individual

in handling time and emotions, which all are factors leading to an increase in

procrastination specifically among students (Pacaol & Siguan, 2022).

 People may put off taking action in the hopes of feeling better in the near

term, even if procrastination causes more stress over time. Still, research

consistently demonstrates that delaying raises our stress levels. In the global

context, Head of the American Psychological Association's Center for

Organizational Excellence, Ballard (2018), said that procrastination is not all about

the avoidance of tasks. Procrastination is connected to negative functioning and

risks to mental health. People who procrastinate tend to have high levels of anxiety

as well as poor impulse control.

Procrastination involves the individual in the presence of a sense of guilt

and discomfort for the very fact of delaying and subsequent relief when the pending

activity is executed, usually at the ‘last moment’ (Moreta et al., 2018).

Procrastination does not refer to the failure to complete a task, but to the

experience of procrastination and last-minute completion, although non-

completion may occur (Pardo et al., 2014).

Academic procrastination, which represents the intentional delay in the

completion of activities, projects, and exam preparation, is quite common among

students. According to various estimates, between half and 90 % of college and

university students prone to this behavior and the prevalence of this phenomenon

rises (Chehrzad et al., 2017). Researchers and practitioners note that academic

procrastination leads to negative consequences on student’s academic progress

and well-being (Kim & Seo, 2015).

 Academic procrastination is a well-researched type of procrastination that

has often revealed inconsistent findings regarding Its’ reasons and consequences

(Kim & Seo 2015; Klingsieck 2013). It is usually perceived as a state-related

behavioral type Of procrastination, defined as the “voluntarily delay of anintended

course of study-related action, despite expecting to be worse off for the delay. That

whatever reasons are revealed, The underlying theme in all perspectives is that

academic procrastination is a quintessential self-regulatory failure Steel &

Klingsieck (2016).

Procrastination, usually occurs when one activity is unnecessarily delayed,

and individuals experience extremely severe agitation when they start thinking

about it. With regard to various emotional, cognitive, and behavioral factors of

procrastination, different types of procrastination have been mentioned, Including

academic procrastination, neurotic procrastination, compulsive procrastination,

decisional Procrastination, among which academic procrastination comes out top.

Kochetkov (2024) said that procrastination is similar to manifestations of

laziness, low level of motivation and volitional self-regulation, awareness of the

consequences of one’s own inaction, behavioral patterns repetition stability.

However, thereare cardinal differences among them: laziness correlates with

neutral or positive emotional background, hedonistic orientation, orientation to the

present time, irresponsibility, and strength saving. Procrastination is built on

burdensome experiences, mental immersion in the events of the past or future. It

is energy-consuming, can lead to ideas destruction about one’s own personality

and chronic diseases. Negative emotional background, weak self-control and low

self-regulation are all prerequisites for developing procrastination and dependence

on digital reality

Goroshit (2018) said that it is a self-handicapping behavior which is

becoming more and more prevalent in modern society. This occurs when people

delay completing a task they intend to complete, potentially leading to lost

productivity, poor performance, and increased stress. Engaging in procrastination

in an academic setting brings negative outcomes such as stress, guilt, poor

academic performance, and low self-esteem.

Locally, factors like “mañana habit,” a cultural tendency to delay tasks, are

common in regions like the Philippines. This Is often reinforced by relaxed attitudes

toward deadlines, social expectations, or external factors such as weather or

economic challenges, which can lead to a mindset that defers urgent tasks.

Internationally, procrastination occurs for various reasons, such as poor

time management, distractions, lack of motivation, and fear of failure. These

factors lead students to delay tasks despite knowing the negative consequences.

Similarly, local students in the Philippines face additional challenges that contribute

to procrastination. Globally, it affects people in different cultural settings, although

the reasons and coping mechanisms can vary due to differing social norms and

environmental factors.

Most researches on procrastination were focused on college or students in

general. There is a little research on high school students in the Philippines

particularly on STEM students. STEM students face unique academic challenges,

and cultural factors like the "mañana habit" can influence procrastination behaviors

in this group.

This research is significant because it seeks to understand the underlying

causes of procrastination among Grade 12 STEM students and how this behavior

affects their academic success. By identifying the specific factors that contribute to

procrastination in this context, the study aims to provide valuable insights that can

help educators and administrators develop strategies to address this issue and

improve student outcomes.

Statement of the Problem

This study aims to define what makes these students procrastinate, how

often they do it, and what are the consequences on procrastination. It will also look

at personal and academic experiences of students that procrastinate to know how

students would develop better strategies to lessen this behaviour and their stress.

1. How often do Grade 12 STEM students engage in procrastination?

 2. How does procrastination influence the time management skills and

productivity of Grade 12 STEM Students?

3. How does procrastination affects the academic performance of Grade

12 STEM students?

Objective of the Study

The objective of this study is to know how procrastination affects the

academic performance of the students, and to investigate the frequency of

procrastination among the grade 12 STEM students. This study also determine the

elements that contribute to procrastination, and to investigate possible tactics to

reduce procrastination, enhance time management and reduce stress levels in

Grade 12 STEM Students.

Significance of the Study

This study aims to show how procrastination affects Grade 12 STEM

students' academic performance. The study will reveal why it happens by

identifying how delays in tasks affect performance. The results will provide

teachers and school administrators with ways to reduce procrastination and its

impact on the students' academic success.

The following will benefit from this study:

 The Students. This study will help students to understand how

procrastination can negatively affect their performance in academic settings and

to encourage them to effectively manage their time to improve their performance.

The Teachers. This study can help teachers to better understand how

procrastination affects their students and to be able to come up with better

strategies to encourage students to complete their task on time.

Parents. The parents learn how their children procrastinate, helping them

more in planning and activity of communication. This is where early intervention

results from, thus reducing family stress and strengthening relationships that

ultimately will make the academic outcomes stronger.

Future Researchers. This study can provide future researchers with a base

from which to learn more about procrastination in educational environments. It may

have implications for related factors and guidance for methodology, thereby

promoting multidisciplinary studies that help the extent of long-term procrastination

effects on a student's performance.

Scope and Delimitations

The general intent of this study is to know the impact of procrastination

with the focus on students academic performance and time management.

 This study is delimited only for the Grade 12 STEM Students in ACLC

College Of Tacloban.

This study does not cover other types of procrastination such as work-

related procrastination.

Theoretical Framework

According to one of the self-regulation principles presented by Albert

Bandura, self-regulation can also take place through self-induced mechanisms

such as the formulation of objectives and sub-objectives as well as high levels of

self-efficacy (Bandura, 1991). Self-regulation enables the student to exercise

control over his or her activities, thoughts, and emotions, and hence is important

in addressing personal objectives in learning and academic performance in

particular. Specifically, students with adequate self-regulation skills can utilize time

effectively, maintain focus on tasks at hand, and ignore irrelevant temptations. The

student’s ability to resist short-term temptations and wait for opportunities to delay

gratification is fundamental in succeeding in school.

This theory applies to the research of Grade 12 STEM Students, as self-

regulation theory explains the moments in which the students do not deliver tasks

within the set deadline. Such occurrences due to lack of self-control predispose

one to work delays that tend to have a huge effect on the grades. Realizing this,

schools have a role to play in ensuring that students’ time management, focus in
task execution, and self-control, all geared towards the reduction of procrastination

in students and the promotion of academic goals.

Conceptual Framework

Grade 12 STEM Grade 12 STEM

Students' Students' Academic
Procrastination Performance
Behaviors

The Conceptual framework examines procrastination behaviors (for example,

delaying assignment submissions, cramming for exams and straying to complete

a project at the last minute) impact on Grade 12 STEM students achieving

purpose. Here, procrastination is considered as the independent variable

operationalized by behavioral patterns such as frequent distraction and ineffective

time management, among others. For the purpose of this study, academic

performance is considered the dependent variables, which are represented by

General Weighted Average(GWA). Such framework examines the direct

relationships between these two variables to clarify how procrastination affects

academic performance.

Hyphothesis
H₀: Procrastination and the Academic performance of Grade 12 STEM Students

have no significant relationship.

Hₐ: Procrastination has a significant negative impact on the Grade 12 STEM

Students's academic performance.

Definition of Terms

Academic performance- defined as grade point average, standardized

test scores, and educational aspirations and attainment (Academic performance,

n.d.). Whilst in this study, Academic performance refers to the measurable

outcome of a student's efforts, such as grades.

Impulse control- The ability to resist the impulse, drive, or temptation to

perform an action (The ability to resist, n.d.). In this study, it is referred as ability

to resist distractions or temptations to focus on long-term goals.

Mañana habit- defined as the regular tendency or practice of putting off

until tomorrow what can be done today (Menguin, n.d.). Whils in this study, A

cultural tendency in the Philippines to delay tasks due to relaxed attitudes and

external factors.

STEM- an approach to learning and development that integrates the areas

of science, technology, engineering and mathematics (Education WA, n.d.). In this

study, An academic track focused on science, technology, engineering, and

mathematics.
 Stress- defined as a state of worry or mental tension caused by a difficult

situation (World Health Organization, 2024). Whilst in this study, Emotional or

mental strain caused by challenging circumstances, often worsened by

procrastination.

Time management- is the act of someone planning or organizing their time

between different activities to maximize their effectiveness (Study.com, n.d.).

Whilst in this study, The ability to plan and allocate time effectively to achieve goals.
 METHODOLOGY

Research Design

The present study's designed was a quantitative correlational research. This type

of research design is usedul to know whether there is a relationship and the degree of

strength and direction between procrastination (independent variable) and academic

performance (dependent variable). The present study will collect data through a survey

with validated tools. Hence, as the correlation method infers about nature of associations

between or among variables, therefore it is appropriate to use a technique.

The questionnaire will be a Likert scale of the Academic Procrastination Scale

(APS), which is a shared aspect among students in procrastination. Their GWA served as

an indicator of effectiveness in time management. The data collected was analyzed using

pearson’s correlation coefficient, to determine which of the two relationships with a more

modest sign, thus inferring how they both affect procrastination and academics which

could provide some implications based on study results who supports their statements.

Locale of the Study

The data utilized in this study were obtained from the survey questionnaires

administered to Grade 12 STEM students of ACLC College of Tacloban, to determine the

relationship between procrastination and academic performance. To include all Grade 12

STEM students all campuses of ACLC College of Tacloban were included

Population and Sampling

The population of this study is 435 Grade 12 STEM students who registered at

ACLC College of Tacloban during the Academic Year 2024 - 2025. It is important

to establish the sample size to obtain a population sample representative of the

entire population. In this context, a target sample size of 205 respondents will be

attained using a convenience sampling method in which respondents will be

selected only from those students who are easily available.

In availability sampling, participants are chosen based on their availability and

willingness to take part in the research. Availability sampling is a technique that is

often utilized in qualitative research especially when the whole population is hard

to reach. However, availability sampling has its drawbacks as it may perpetuate

bias in the study due to the fact that it is non-random sampling, hence some people

may stand a higher chance to be picked compared to others.

To overcome this limitation, a larger sample size will be included. A sample size of

205 participants is planned for the study. This Sample Size was estimated by using

Krejcie and Morgan's Tables for determining Sample sizes (based on desired

confidence levels and population size). The population was rounded up from 435

students to 440 to match the table's population values. Thus, with a confidence

level of 95% and a confidence error margin of ±5%, we determined that an N =

205 participants would give us the required sample, The data obtained will then be

analyzed immediately, to minimize any potential bias caused by our sampling

method.
Research Instrument and Validation

The researchers used a Survey questionnaire as Research Instrument. The

Academic Procrastination Scale (APS) will be used for this study as the main

research instrument that measure academic procrastination behaviors

(McCloskey, 2011). The APS comprises several statements regarding

procrastination proclivities in an academic context that participants will respond

using a Likert scale of "Strongly Disagree" to "Strongly Agree." Sample items

include "I wait until the last minute to start an assignment" and "I work best under

pressure because I procrastinate." In addition to procrastination behaviors, the

instrument will also gather demographics and indicators of academic performance

( GWA, average study hours per subject, total number of missed deadlines).

Data Collection Procedure

The researchers seek approval of the research instrument to the school director

of the ACLC College Of Tacloban before proceeding. The letter sent will request approval

to his/her consent to collect data from the student participants that the researchers needed

in order to carry out their investigation. The letter also detailed the methods for data

collection, the timing of data collection, and the overall strategies for achieving successful

data gathering.
 Furthermore, the researchers handed out the survey questionnaire themselves in

various Grade 12 STEM Class sessions and explained the procedures of answering the

survey forms and assured them the confidentiality of the information that will be provided.

Next, the participants will have sufficient time to respond, they will also have the

opportunity to inquire about any study-related questions, clarifications, or concerns.

In addition, a closed-ended survey was used to collect data from the participants.

Using closed-ended questions aimed to align with the characteristics of quantitative

research.

Lastly, the questionnaires will be collected, tallied, analyzed and interpreted

Data Analysis

A quantitative correlational method was chosen for this investigation, which

is used to determine the relationship between two variables, in this case

procrastination and academic performance (Menard, 2002). To draw a conclusions

about the population based on the sample data the researcher uses Inferential

statistics. The researcher uses a Likret scale in measuring the procrastination,

using Pearson's correlation to find out the relation between GWA and

Procrastination.

Likert Scale is used to determine the procrastination score of Grade 12

STEM students. Respondents are asked to indicate the extent to which they agree

with statements about procrastination on a 5-point scale ranging from 1 (Strongly

Disagree) to 5 (Strongly Agree). The mean score of procrastination is following

used to get the average level of procrastination among students, and which reflects

the frequency and intensity of behaviors in life pattern toward it.

Pearson correlation is used to explore the relation of procrastination and

academic performance. This statistical tool will determine to what extent

procrastination contributes as well as hinders academic performance (taking GWA

into consideration). The Pearson correlation coefficient (r) will signify whether

higher scores upon procrastination correlate with lower academic performance.

Formula for pearson’s correlational