The Relationship Between Procrastination, Time Management, and Task Completion Among Grade 12 Students: PDF

**The Relationship Between Procrastination, Time Management, and Task Completion Among Grade 12 Students** A Research Presented to: The Faculty of Senior High School Department Science, Technology, Engineering and Mathematics (STEM) Yumbing National High School Yumbing, Mambajao, Camiguin In...

**The Relationship Between Procrastination, Time Management, and Task Completion Among Grade 12 Students** A Research Presented to: The Faculty of Senior High School Department Science, Technology, Engineering and Mathematics (STEM) Yumbing National High School Yumbing, Mambajao, Camiguin In Partial Fulfillment of the Requirements for Practical Research 2 Yumbing National High School校徽 SHAIRA ROSE S. ATIBAGOS October, 2024 Chapter 1 **The Problem and Its Setting** This chapter presents the following: the introduction, background of the study, theoretical framework, conceptual framework, statement of the problem, hypothesis, importance of the study, scope and delimitation of the study, and definition of terms. **Introduction** Procrastination, time management, and task completion are increasingly significant concerns in education, especially among Grade 12 students who face growing academic pressures. Procrastination, often defined as the delay of starting or finishing tasks, can lead to poor performance and increased stress. Time management, which involves the ability to plan and control how time is assigned to activities, is crucial in determining academic success. In particular, high school seniors often struggle with balancing responsibilities, which negatively affects their ability to complete tasks on time (Fentaw et al., 2022). Globally, these challenges are generally known across various educational settings. For instance, research from Indonesia highlights high levels of academic procrastination among high school students, particularly in East Java, where this behavior significantly affects their academic outcomes (Setiyowati et al., 2020). Similarly, a study conducted in Turkey revealed a close relationship between poor time management skills and increased academic procrastination among university students, further supporting the global relevance of this issue (Arıbaş, 2021). Nationally, procrastination is common among Filipino students. Studies have shown that procrastination can lead to academic burnout, as demonstrated in research conducted in public schools in the Philippines (Logenio et al., 2023). Furthermore, academic procrastination has been linked to decreased productivity among senior high school students, particularly in Mindanao (Alih & Alvarez, 2021). Locally, the pressure of standardized exams and the distractions posed by digital devices further hinder students' ability to manage their time efficiently (Santos et al., 2022). Additionally, procrastination and poor time management have been observed to impact the task completion of Grade 12 students, with the rise of digital distractions further exacerbating the issue (Garcia et al., 2022). The purpose of this research is to examine the relationship between procrastination, time management, and task completion among Grade 12 students. This study aims to provide valuable insights that could guide educators and policymakers in developing strategies for improving time management, minimizing procrastination, and avoiding the delaying of tasks among senior high school students, ultimately helping students improve their academic outcomes. This research contributes to the growing body of literature on academic procrastination by focusing specifically on grade 12 students, a critical group facing the transition to higher education or the workforce. **Background of the Study** Procrastination, or the habit of putting off important tasks, is a common issue among students. It can lead to stress, missed deadlines, and lower academic performance. On the other hand, time management is the ability to organize and use time efficiently to get things done. Both procrastination and time management play a big role in how well students complete their schoolwork. For Grade 12 students at Yumbing National High School, managing their time and tasks is particularly important. As they prepare to graduate and move on to college or start working, their ability to complete assignments on time can greatly impact their success. This study seeks to explore how procrastination and time management affect task completion among these students. This study focuses on understanding the relationship between procrastination, time management, and task completion among Grade 12 students at Yumbing National High School. By exploring these relationships, educators, and administrators can develop strategies to assist students in overcoming procrastination and managing their time effectively. **Theoretical Framework** This theoretical framework integrates Temporal Motivation Theory, Time Management Theory, Self-Regulation Theory, and Achievement Goal Theory to explore how procrastination, time management, and task completion are interconnected. Temporal Motivation Theory explains why students procrastinate, while Time Management Theory and Self-Regulation Theory highlight strategies for overcoming procrastination. Achievement Goal Theory provides insight into how students' goals and motivations shape their time management and procrastination behaviors. By applying these theories, the study aims to understand the factors that contribute to task completion among Grade 12 students at Yumbing National High School and how interventions in time management and motivation can improve academic outcomes. **Conceptual Framework** The conceptual framework for this study will focus on understanding and exploring the relationship between procrastination, time management, and task completion. These three variables are interconnected, and the framework of this study assumes that procrastination negatively influences time management, which affects the task completion of students. This framework will provide a clear structure for exploring the relationship between procrastination, time management, and task completion. The independent variables include procrastination and task completion among Grade 12 students, while time management is considered as dependent variable of the study. Meanwhile, sex, age, and academic strands act as the moderator variables. Figure 1. Conceptual Paradigm of the Study **Statement of the Problem** This study aims to investigate the relationship between procrastination, time management, and task completion among Grade 12 students in the S.Y. 2024-2025. Specifically, it will address the following questions: 1\. What is the profile of the respondents in terms of: a\. Sex b\. Academic Strand 2\. Is there a significant correlation between procrastination and task completion among Grade 12 students? 3\. Is there any significant relationship between procrastination and time management that significantly predicts task completion? 4\. Do students with different academic strands exhibit differences in their level of procrastination, time management skills, and task completion? **Hypothesis** This study aims to draw the following hypothesis: H01. There is no significant correlation between procrastination and task completion among Grade 12 students. H02. There is no significant relationship between procrastination and time management and it does not predict task completion. H03. Students with different strands do not exhibit different levels of procrastination, time management skills, and task completion. **Importance of the Study** The study intends to obtain a better understanding of the relationship between procrastination, time management, and task completion among Grade 12 students. The findings of this study will be beneficial to the following: [Students]. This study can provide important benefits to students as it will help them gain a deeper understanding of how procrastination and time management affect their task completion. [Teachers and Educators]. They may also benefit from this study as they can gain a better understanding of the challenges that students face with procrastination and time management. [Parents]. They will also benefit from this study by gaining significant information on how procrastination and time management may be affecting their child's academic performance. [Future Researchers]. This study will provide a foundation for future research on the topic of procrastination, time management, and task completion. **Scope and Delimitation of the Study** This quantitative research aims to explore the relationship between procrastination, time management, and task completion among Grade 12 students. The study will only include Grade 12 students from Yumbing National High School in different academic strands. The study will explore how these factors are related, but it won\'t investigate the deeper causes behind the relationships. It also won't consider individual differences, like learning styles or personality traits, that might influence procrastination, time management, or task completion. **Definition of Terms** *The important terms used in this study are defined as follows. Certain terms may refer to the respondents, subjects, and so on.* Procrastination - this refers to the tendency of Grade 12 students to delay starting or completing academic tasks. Time Management - refers to the ability of students to allocate their time and effectively plan for their academic tasks. Task Completion - this refers to the ability of Grade 12 to complete their tasks within a designated deadline. Relationship - refers to the measurable connections between procrastination, time management, and task completion. Chapter 2 **Review of Related Literature** This chapter contains the review of related literature of this study that the researcher has conducted already about the relationship between procrastination, time management and task completion among grade 12 students. **Foreign Studies/Literature** The relationship between procrastination, time management, and task completion has been widely explored in educational settings, especially as it relates to academic success and productivity. Zhao et al. (2023) explored how academic procrastination behaviors interact with a planning and time management app, revealing that digital tools can mitigate procrastination by encouraging structured time allocation. This suggests that integrating technology into learning environments may help reduce procrastination. Sefriani et al. (2022) investigated how the COVID-19 pandemic affected time management and procrastination among higher education students. Their study highlights that the lack of structure during remote learning increased procrastination, particularly due to stress and lack of self-regulation, underscoring the importance of external factors in students\' ability to manage their time effectively. Similar findings were reported by Fostervold et al. (2022), who observed an uptick in procrastination during the pandemic due to disruptions in students\' time management routines. The role of self-regulation was also emphasized by Zhao et al. (2021), who found that procrastination is strongly influenced by self-control. They proposed a moderated mediation model, suggesting that students with higher self-control can better resist procrastination, and this relationship is mediated by time management strategies. The work of Fentaw et al. (2022) adds to this body of knowledge by exploring academic procrastination in public university students. Their study found that procrastination behavior negatively impacts task completion, with poor time management cited as a key contributing factor. This is consistent with research by Pinke et al. (2021), which identified poor time management as a significant cause of procrastination, advocating for better time management education in academic curricula. Fridayani (2023) conducted an analysis of factors related to academic procrastination, emphasizing that psychological factors, such as motivation and anxiety, play critical roles. Meanwhile, Setiyowati et al. (2020) focused on adolescents, revealing that guidance and counseling interventions are necessary to address procrastination, especially during formative academic years. Additional research by Shin and Grant (2021) offered a unique perspective by demonstrating a curvilinear relationship between procrastination and creativity. Their findings suggest that while a moderate level of procrastination may foster creativity, excessive procrastination undermines task completion and overall academic performance. Lastly, Hailikari et al. (2021) and Sastri (2022) explored strategies to overcome academic procrastination, recommending that students engage in self-regulatory practices such as goal setting, regular monitoring, and feedback. This body of foreign literature reinforces the critical relationship between procrastination, time management, and academic outcomes, with numerous implications for educational interventions aimed at improving student performance. **Local Studies/Literature** In the context of online learning, Compuesto et al. (2022) examined the relationship between self-efficacy and academic burnout among senior high school students. They found that students with higher self-efficacy are less prone to procrastination, as they are more confident in their ability to manage time and tasks effectively. Similarly, Lacson et al. (2023) investigated the link between academic burnout and procrastination among Grade 12 students. Their findings showed that academic burnout worsens procrastination, leading to delayed task completion, especially in a private school setting. Procrastination\'s underlying causes and its impact on mental health were also explored by Boncales and Galgao (2022). They identified that procrastination can have severe consequences on students\' mental well-being, leading to increased stress and anxiety, which, in turn, hinders their ability to manage tasks. Meanwhile, Paguio (2019) underscored the importance of effective time management as a key factor in preventing procrastination, particularly in improving academic performance. Santos et al. (2022) focused on the effects of time management and academic procrastination in online science and mathematics classes. Their study revealed that students who procrastinate tend to perform poorly in these subjects, as procrastination delays task completion and affects overall academic outcomes. Similarly, Olleras et al. (2022) discussed how students in online learning environments often delay submitting assignments, attributing this to procrastination, which is exacerbated by the flexibility of online learning. One study by Salguero-Pazos and Reyes-de-Cózar (2023) provided a systematic review of interventions aimed at reducing academic procrastination, emphasizing that proper time management strategies can alleviate procrastination among students. This was further supported by Araya-Castillo et al. (2023), who proposed a theoretical model to address procrastination in university students, which can also be applied to senior high school students in managing their academic tasks. Similarly, Lipon et al. (2019) emphasized that proper time management significantly influences academic success, particularly among Grade 12 students in the Accountancy, Business, and Management (ABM) strand. Students with poor time management skills were more prone to procrastination, leading to delayed task completion and reduced academic performance. The connection between procrastination and academic burnout was explored by Logenio et al. (2023), who found that Grade 12 students experiencing high levels of procrastination were more likely to suffer from academic burnout. This burnout further worsened procrastination, creating a cycle that negatively impacted students\' task completion rates. Moreover, Dela Cruz et al. (2020) identified stress as a significant contributor to procrastination. As students become overwhelmed by academic demands, their ability to manage time effectively diminishes, leading to incomplete assignments. Similarly, Lipon et al. (2019) noted that ABM students with inadequate time management skills tend to procrastinate more, affecting their overall academic achievement. Social media and gadget use have also been identified as major distractions that contribute to procrastination. Lipon et al. (2019) found that excessive gadget use among Grade 12 students at Bestlink College of the Philippines led to higher levels of procrastination, as students prioritized non-academic activities over completing their tasks. Seda et al. (2022) similarly explored the impact of social media on study habits and found that excessive use significantly increased procrastination rates, hindering students' ability to complete tasks on time. Additionally, Alih and Alvarez (2021) conducted a study in Mindanao, where they explored the effects of academic procrastination on learning productivity. Their research concluded that procrastination hindered task completion and reduced learning productivity, particularly among senior high school students. These studies collectively demonstrate that procrastination and poor time management are key factors that impede task completion and academic success among Grade 12 students. Addressing these issues requires the implementation of effective time management strategies and minimizing distractions like social media and gadget use. **Synthesis** Based on the findings of the recent studies conducted, gender and academic strands can significantly influence procrastination levels and poor time management among students. Sex Studies have shown that procrastination is significantly influenced by many factors like gender and study hours. It is found that females demonstrate better time management planning and lower procrastination rates (Valente et al., 2024). Academic Strand Academic success is significantly influenced by having proper time management. Students in Accountancy, Business, and Management (ABM) strand with poor time management skills tend to procrastinate more, which leads to poor academic performance (Lipon et al., 2019). Chapter 3 **Methodology** This chapter presents the operational framework of the study. It includes the following: research design, the locale of the study, participants of the study, sampling technique, instrument of the study, validity and reliability of the instrument, data gathering procedure, and treatment of data. **Research Design** This study will employ a non-experimental research design, namely the correlational approach to explore the relationship between procrastination, time management, and task completion among Grade 12 students. This non-experimental approach will allow the researcher to observe and measure the existing relationship of procrastination, time management, and time management rates within a sample of Grade 12 students. This study will employ a survey questionnaire as the research instrument. **Locale of the Study** This study will be conducted in Yumbing National High School, at Rocky Village, Barangay Yumbing, Mambajao, Camiguin in School Year 2024-2025 among Grade 12 students. Yumbing National High School (YNHS) is a public secondary school located in Mambajao, Camiguin. The school was established in 1967 and aims to provide quality, fair, culture-based, and complete basic education to the students. **Participants of the Study** The participants of the study will be a representative sample of Grade 12 students enrolled in Yumbing National High School in School Year 2024-2025. Table 1. Respondents of the Study Strand Number of Respondents Percentage (%) ---------------------------------------------------------- ----------------------- ---------------- STEM (Science, Technology, Engineering, and Mathematics) ABM (Accountancy, Business, and Management) HUMSS (Humanities and Social Sciences) GAS (General Academic Strand) TVL (Technical-Vocational-Livelihood) Total **Sampling Technique** Participants will be selected using stratified random sampling to ensure representation across different academic strands in Grade 12. The population of Grade 12 will be divided into strata based on their academic strands. **Instrument of the Study** Self-administered survey questionnaire will be used in this study. This instrument will be used to collect data from the participants. The questionnaire will utilize a 5-point Likert Scale to assess participants' responses and it will be designed in a user-friendly manner, with clear instructions, and appropriate response options, ensuring that participants can complete it accurately. **Validity and Reliability of the Instrument** The instrument will undergo content validity through expert validation, using the Scale-Level Content Validity Index (SCVI) to ensure the relevance and clarity of the instrument. Reliability will be determined using Cronbach's Alpha to measure if the survey questions are reliable. A pilot study will be conducted with another group of students, allowing the researcher to calculate Cronbach's Alpha and identify the items that might need to be changed or removed to improve the questionnaires' reliability. **Data Gathering Procedure** The study will follow the data collection procedures. The researcher will create a survey questionnaire for the respondents. Then, the researcher will ask permission from the office of the School Principal to conduct the study. The researcher will also ask for the permission of the participants to be part of the study. After such permission is approved, the instrument of the study will then undergo content validation from experts and a reliability test. To gather the data needed the survey questionnaires will be distributed to the selected sample of Grade 12 students. The researcher will personally conduct the distribution and retrieval of the survey questionnaires. The data that will be collected will then be tallied, consolidated, computed, analyzed, interpreted, and presented to the panelists for further corrections, recommendations, and improvements of the research paper. **Treatment of Data** This study will use descriptive statistical data analysis to measure the quantitative data from surveys. Regression analysis will also be employed in this study to estimate the relationship between dependent and independent variables. All collected data will undergo a cleaning process to ensure accuracy and completeness. **Ethical Consideration** Ethical consideration will be prioritized to ensure fairness, justice, and respect for all the participants of this study. The researcher will ensure to keep the research records private that identify the respondents only to the extent allowed by the law. The respondents\' information will not be personally identified in the written materials. It will be rest assured by the researcher that the data will be at its most confidential in regard to the privacy of the respondents in the study. **References** Alih, N.-I. I., & Almarezza L. Alvarez. (2021). 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