Effects of Procrastination on Grade 11 Students' Learning (Sinuda National HS)

**THE EFFECTS OF PROCRASTINATING ON THE SCHOOL ACTITIES OF GRADE 11 STUDENTS LEARNING DEVELOPMENT** A Research Proposal as a Requirement for the Partial Fulfillment of **PRACTICAL RESEARCH 2** **SUBMITTED BY:** Baclaon, Mark Dexter P. Benantalan, Mhicayla Claire F. Cabasagan, Lara Marie Joanna...

**THE EFFECTS OF PROCRASTINATING ON THE SCHOOL ACTITIES OF GRADE 11 STUDENTS LEARNING DEVELOPMENT** A Research Proposal as a Requirement for the Partial Fulfillment of **PRACTICAL RESEARCH 2** **SUBMITTED BY:** Baclaon, Mark Dexter P. Benantalan, Mhicayla Claire F. Cabasagan, Lara Marie Joanna G. Cabiles, Rheanne L. Emboc, Margeline L. Llagas, Irish Patricia D. Mondero, Steeve Angelo A. Quiao, Chares L. **SINUDA NATIONAL HIGH SCHOOL** **NOVEMBER 2024** **CHAPTER I** **BACKGROUND OF THE STUDY** Academic procrastination is a pervasive issue that significantly impacts students across various educational levels. Defined as the voluntary delay of an intended course of action despite expecting to be worse off for the delay, academic procrastination affects approximately half of the student population, particularly within high-pressure environments (Rozental & Carlbring, 2014). This behavior has garnered substantial attention in recent years, with numerous psychological studies identifying it as both a threat and a challenge to students, parents, and educational institutions (Lenggono & Tentama, 2020). The phenomenon of procrastination is not merely a lapse in time management; rather, it involves complex emotional, cognitive, and behavioral dimensions. Students often find themselves deferring critical academic tasks in favor of less challenging or more immediately gratifying activities, a pattern that has been described as a self-regulatory failure **(**Rozental & Carlbring, 2014). As students navigate the demands of their academic obligations alongside personal interests and talents, the temptation to delay difficult assignments becomes increasingly potent. This issue is particularly pressing in the context of public education, where the standardized curriculum may not adequately accommodate the diverse needs and time management capabilities of students (Lenggono & Tentama, 2020). Academic procrastination can manifest in various forms, including delaying crucial tasks in favor of simpler ones or waiting for an ideal moment to undertake a significant assignment, often with the mistaken belief that better results will be achieved under pressure (Lenggono & Tentama, 2020). However, this pattern of delay is typically counterproductive, resulting in increased stress, diminished academic performance, and a pervasive sense of guilt and frustration. The negative impact of procrastination on academic performance is well-documented, with numerous studies indicating that procrastinating students tend to achieve lower grades and exhibit poorer overall academic outcomes compared to their more diligent peers (Setiyowati et al., 2020). This behavior is particularly detrimental in contexts where consistent study habits and timely completion of assignments are crucial for success (Munda et al., 2024). Academic procrastination is not merely a personal issue but also reflects broader educational and sociocultural challenges. In many cases, the standardized curriculum fails to account for the diverse needs and abilities of students, leading to frustration and disengagement (Lenggono & Tentama, 2020). As such, there is a pressing need for educational institutions to reconsider their approach to curriculum design and delivery, ensuring that it is flexible enough to accommodate the varying time management capacities of students. By examining its causes, impacts, and potential remedies, the current study seeks to provide a thorough understanding of academic procrastination. This research aims to contribute to the development of more effective therapies for reducing student procrastination by analyzing the interaction of psychological, behavioral, and cognitive aspects. By doing this, it draws attention to the significance of carrying out more research on this widespread problem in order to enhance educational outcomes and promote a more fruitful and satisfying learning environment for all students. **SIGNIFICANCE OF THE STUDY** This research study is significant due to its direct relevance to both individual student development and educational practices. Procrastination is a prevalent issue among students, often hindering academic progress and impacting overall learning experiences. This investigation aims to shed light on the various factors contributing to procrastination among Grade 11 students and its consequences on their academic performance and learning development. The people mentioned below are the ones who will benefit from the study: **To the students.** This research will empower Grade 11 students by providing them with a deeper understanding of procrastination, its causes, and its potential negative effects. The findings will equip them with strategies and resources to develop effective time management skills and overcome procrastination habits, leading to improved academic performance and learning outcomes. **To the educators.** This study will provide educators with invaluable knowledge to understand and address procrastination among Grade 11 students. It can inform the development of targeted interventions and classroom strategies to support students in developing healthy study habits and promoting timely completion of academic tasks. **To the parents.** Parents and guardians can benefit from this research by understanding the factors contributing to procrastination in their children. This knowledge will enable them to offer appropriate support, encouragement, and strategies to foster positive learning habits and manage procrastination effectively. **To the policymakers.** The findings of this study can provide valuable data for policymakers to develop educational policies that address procrastination and support students in achieving their academic goals. This might include initiatives that promote time management skills, provide access to resources for students struggling with procrastination, and encourage a supportive learning environment that discourages procrastination. **To the future researchers.** This study will serve as a foundation for future research exploring the multifaceted aspects of procrastination and its impact on student learning. It will provide valuable baseline data and insights that can be further investigated and expanded upon. This research can contribute to a comprehensive understanding of procrastination in the context of Grade 11 student learning development. It will provide practical guidance and valuable information to address this widespread issue and enhance the academic success and overall well-being of Grade 11 students. **SCOPE AND DELIMITATION** This study will focus on examining the effects of procrastinating on the school activities of Grade 11 students Learning development. The target respondents of this study will be 91 students. The research will be conducted exclusively within the coverage of Sinuda National High School, focusing on Grade 11 students from the designated locale of the school. Data will be gathered through questionnaires administered to the students during the first semester of the school year 2024-2025. This study will solely analyze the relationship between procrastination and learning development, focusing on these two variables only and excluding the inclusion of any other external factors or problems. By honing in these variables and considering the specific coverage and locale of Sinuda National High School, the research seeks to provide a comprehensive understanding of the effects of procrastination on students' leaning development in this particular educational setting. **STATEMENT OF THE PROBLEM** This research aims investigate the effects of procrastinating on the school activities of Grade 11 students learning development. Specifically, it seeks to answer the following questions: 1. What are the effects of procrastinating school activities on students learning development? 2. What are the causes and consequences of procrastination, leading to delays in school tasks and activities? 3. What are the most effective strategies to reduce academic procrastination and improve learning outcomes? **DEFINITION OF TERMS** The following terms are defined in the context of this research for a better understanding of the study. **Academic Achievement** **-** refers to the level of success a student attains in their academic pursuits. This can be measured through various indicators, such as grades, test scores, and overall academic performance. **Academic Procrastination -** is the intentional delaying of academic tasks despite knowing the negative consequences. This behavior is characterized by a chronic pattern of putting off assignments, studying, or other academic responsibilities beyond a reasonable timeframe. **Detrimental -** signifies something that causes harm or damage. In the context of learning development, detrimental factors can negatively impact a student\'s progress and overall educational experience. **Learning Development** **-** encompasses the process of acquiring knowledge, skills, and abilities through formal and informal learning experiences. It involves cognitive, social, emotional, and physical growth, and it is a continuous journey throughout life. **Prevalent** **Issue -** refers to a problem or concern that is widespread and common. In the context of education, a prevalent issue is one that affects a significant portion of the student population. **Procrastination -** is the act of delaying or postponing tasks, often due to a lack of motivation, fear of failure, or a preference for immediate gratification. It can manifest in various forms, including delaying work, avoiding responsibilities, and putting off important decisions. **Self-Regulatory Failure** **-** occurs when an individual is unable to effectively control their own behavior, thoughts, and emotions. In the context of academic procrastination, self-regulatory failure can lead to students struggling to manage their time, prioritize tasks, and resist impulsive behaviors that hinder their learning. **CHAPTER II** **REVIEW OF RELATED LITERATURE** Procrastination is a complex behavior driven by both emotional and psychological factors. Procrastinators often delay important tasks to avoid feeling unpleasant emotions, even though they may deny the underlying emotional and psychological strain. This behavior can manifest in two ways, first, procrastinators may choose to complete easier, less demanding tasks instead of the crucial, urgent ones, seeking quick wins and minimizing immediate discomfort. Second, they might postpone tasks until they believe the circumstances are ideal for achieving optimal outcomes and minimizing risks. This strategy often involves delaying the work beyond the allotted time, hoping for a better chance of success. This approach, however, can lead to increased stress and anxiety as deadlines approach (Lenggono & Tentama, 2020). Procrastination, a form of self-handicapping, occurs when individuals delay completing tasks they intend to finish, potentially leading to decreased productivity, poor performance, and increased stress. This is particularly relevant in today\'s generation, where individuals are easily drawn to activities that waste time, often without realizing it. Students may find comfort in these distractions, neglecting their academic responsibilities. This can lead to a cycle of procrastination, where academic tasks are repeatedly postponed, ultimately hindering academic success. Despite being aware of the negative consequences of procrastination, such as lower grades, students may prioritize immediate gratification from time-wasting activities over the long-term benefits of academic diligence. Common procrastination habits include excessive gaming, excessive internet browsing, and daydreaming (Zarrin et al., 2020). Academic procrastination is a problematic behavior with significant negative impacts on students\' academic performance, affecting about half of the student population. It is considered a self-regulatory failure linked to various emotional, cognitive, and behavioral factors. Different types of procrastination exist, such as neurotic, compulsive, and decision, with academic procrastination being most prevalent. Factors like fear of failure and a sense of responsibility influence academic procrastination (Rozental & Carlo, 2014). Academic procrastination is the practice of putting off assignments, given that it involves poor time management abilities and a lack of autonomy. It stands out as one of the most continuous issues among students. Students frequently struggle with procrastination because of their incapacity to manage their time and learn on their own. Academic procrastination has a negative impact on students\' performance in the classroom. It has been demonstrated that procrastinating students typically perform worse academically. The results of the research adequately describe the mental effects of procrastinating in the classroom (Setiyowati et al., 2020). Procrastination is a common behavior that affects individuals of all ages, especially in educational settings. In Nigerian secondary schools, it is a significant issue leading students to delay studying in favor of less productive activities, which negatively affects their habits and academic performance. Students who procrastinate often perform worse than their diligent peers because they do not allocate enough time to understand and retain study material. This tendency fosters a poor reading culture, with few students engaging consistently in productive study habits. Furthermore, students unprepared due to procrastination are more likely to precept to be examination malpractice, to cope with internal and external exams. Such actions undermine the education system\'s integrity and diminish the value of academic qualifications. Addressing procrastination in Nigerian schools is crucial to improving academic outcomes and cultivating a better culture (Adekunle, 2004). In the twenty-first century, education is essential for everyone. It is well accepted that future planning is substantially facilitated by education especially in the secondary domain. Learning ought to not only get a child ready for success in life, but also in the educational setting. Despite the educator's best efforts, students don\'t accomplish more stages. Everyone, regardless of their profession, faces numerous tasks daily to function effectively. However, for various reasons, important jobs are frequently postponed until later in the day or even to a later date. This tendency to delay or put off tasks is known as procrastination, a common human habit. Most measures of academic procrastination have focused on study habits, encompassing the duration of study sessions, perspective regarding learning and finishing courses in a self-placed learning environment class. Most of the academic procrastination has been frequently in homework fulfillment (Munda et al., 2024). Academic procrastination, a common issue in educational settings, often stems from dysfunctional beliefs, poor time management, or a lack of motivation. Many students mistakenly believe they perform better under pressure, leading them to delay tasks. Ineffective time management also contributes, as students fail to accurately assess the time required for tasks. Addressing procrastination involves reframing it as an understandable habit and utilizing effective measurement and tools. Cognitive behavioral therapy (CBT) has proven effective in addressing procrastination, employing techniques such as mindfulness, activity scheduling, and cognitive restructuring to help individuals improve self-belief, manage their environment, and initiate tasks (Akinsola & Tella, 2007). Students today are increasingly likely to procrastinate due to having numerous tasks but limited time to complete them. A review of literature on procrastination rewards that such behavior arises from various factors. This means people may sometimes delay action until the last moment, miss deadlines, or not act at all. Among undergraduates especially, procrastination is common in academic contexts, such as studying, tests, preparation, and completing assignments. Research consistently shows that procrastination cannot be attributed to a single factor. This study aimed to examine whether academic self-efficiency, academic motivation, and general procrastination can predict academic procrastination among undergraduates. In different departments within schools of physical education and sports, including physical education and sports teaching, trainer education, sports management, and recreational, it also investigated how academic procrastination varies by department, grade level, and gender (steel, 2007). A study investigated the relationship between academic procrastination and general procrastination among Turkish university students. The sample included 774 students from the physical education and sports departments of Selkuk University, Samsun University, and Nigde University. Data was collected using a personal data form, the Academic Procrastination Scale, and the Academic Self-Efficacy Scale. The study employed a variety of statistical analyses, including one-way ANOVA, multiple regression analysis, independent samples, tests, and Person's correlation coefficients. The findings revealed a significant positive relationship between academic procrastination and general procrastination, suggesting that general procrastination is a strong predictor of academic procrastination (steel, 2007). Procrastination significantly underlying academic performance and students\' overall well-being, with many questions remaining about its underlying mechanism. Psychological flexibility, which includes mindful accepting negative emotions and striving towards goals despite discomfort, plays a key role in managing procrastination. Research suggests links between procrastination and factors like time management, effort management, psychological flexibility, and self-efficiency. Through these connections are not definitively established. These elements have been examined separately because they represent different research traditions. The study seeks to explore how these variables interact and collectively continue to procrastination among students for reducing procrastination among students. Additionally, implementing cognitive behavioral strategies can assist students in altering unhelpful through patterns. Peer support groups and mentoring programs can further provide accountability and support consistent study habits (Chawla & Ostafin, 2007). The issues that students encounter particularly those related to their challenging academic assignments may be complex. As a result, some students decide to put off finishing their assignments. Numerous psychological studies have shown that the phenomenon of student procrastination presents academic procrastination as a threat and a challenge to parents, schools, and students. The phenomenon suggests that, in the interest of public education, the standard curriculum needs to be reconsidered. Academic procrastination has many drawbacks, but it also has some advantages for those who engage in it. To find a solution for the issues that arise in real life, extensive research on academic procrastination is still needed. Students are under pressure to fulfill their academic obligations as well as to express their interests and talents. This causes some students to put off doing their schoolwork, which could lead to low achievements. For the school to create a more accommodating curriculum that considers the time and abilities of the students, this phenomenon cannot be disregarded, especially by the school (Alih & Alvarez, 2021). **CHAPTER III** **METHODOLOGY** A. **INTRODUCTION** Methodology encompasses the systematic and theoretical examination of the methods employed within a specific field of study. It delves into the principles, procedures, and strategies that underpin research and problem-solving within that discipline. The methodologies used across different disciplines often vary due to their unique historical development and the nature of the knowledge they seek to generate. B. **RESEARCH DESIGN** This research will be utilizing the quantitative research approach. According to McCombies (2019), the descriptive study aims to describe a population, situation, or phenomenon accurately and systematically. In a descriptive research design, a wide range of research techniques can be used to investigate one or more variables. Here, as opposed to experimental study, there are no controls or interventions; the variables are only observed. C. **RESEARCH SAMPLING** The technique that the researchers will be using for selecting the sample is simple random sampling. It is a type of probability sampling in which the researcher randomly selects a subset of participants from a population. Each member of the population has an equal chance of being selected. Data is then collected from as large a percentage as possible of this random subset. In this study, the researchers will be using lottery method for selecting an individual from a larger population in an unbiased and random manner. The researchers will write down each member unique identifier on a separate piece of paper, mixing them thoroughly to ensure randomness, and drawing the required number of participants. By using Lottery method, researchers can obtain a sample that represents the larger population, ensuring fairness and unbiased selection. In measuring the sample size in this study, the researcher will be using Slovin's formula as shown below; \ [\$\$n = \\frac{N}{(1 + Ne\^{2})}\$\$]{.math.display}\ n = number of populations N= Population e= Standard error (5%=0.05) Using this formula (n/N) x(n), To get the sample size, there is a need to divide each of the population size with the (N) total of population, then multiply it with the (n) sample size. \ [\$\$n = \\frac{N}{1 + Ne\^{2}}\\ \\ \\ n = \\frac{118}{1 + 118\\ (0.05)\^{2}} = \\frac{118}{1.295} = \\mathbf{91}\$\$]{.math.display}\ **RESPONDENTS** **POPULATION SIZE** **SAMPLE SIZE** ----------------- --------------------- ----------------- MASLOW 38 29 ARISTOTLE 38 29 PLATO 42 33 **N=118** **n=91** **Table 1.** Sample Size D. **RESEARCH POPULATION AND SIZE** The population for this study will consists of Grade 11 students. The researchers found out that the total respondents for the survey will be 91 students consisting of three sections in Grade 11. The total sample size will be coming from three sections, which will be 29 in Maslow section, 29 in Aristotle, and 33 in Plato. **RESEARCH LOCALE** Sinuda National High School will serve as the research locale for this study, situated at P-5, Sinuda, kitaotao, Bukidnon. Conducting research at Sinuda National High School will allow us to focus the investigation into the specific experiences and challenges faced by its students. By conducting the study within the context of Sinuda National High School, the research aims to provide insights that are relevant and applicable to this specific educational setting. IMG\_20240505\_141920**Figure 1:** Map of Sinuda National High School E. **RESEARCH PROCEDURE** 1.) A letter of permission will be addressed to the school principal of the school (See appendix 1). A set of structured questionnaires will be distributed to the three sections of Grade 11. 2.) The questionnaire will be designed to accurately capture the students\' experiences on procrastinating school activities and exploring their effective strategies to reduce this kind of phenomenon. (See appendix 3). 3.) The questionnaire will be distributed to the students, and they will be given ample time to complete it. Given the nature of the research, which involves asking participants about their personal experiences, the researchers will ensure that the questionnaires are constructed with sensitivity to the students\' experiences and potential consequences. Then, an informed consent will be given to the random selected participants (See appendix 2). 4.) To be followed by extracting the data from the answered questionnaires returned. The data that will be collected from the students will then be analyzed quantitatively using appropriate statistical methods. This approach will allow the researchers to gather responses from the larger sample size and to analyze the data in a more objective and precise manner, enhancing the reliability and validity of our findings. F. **RESEARCH INSTRUMENT** This study will be using questionnaires that will be used to gather data from Grade 11 students in Sinuda National High School about the effects of procrastinating on the school activities of Grade 11 students learning development. The questionnaire was developed based on the study's objectives. The questionnaire is composed of twenty (20) items. The first part of the questionnaire was consisted of ten (10) questions about procrastination and the second part are consisted of 10 questions about the students learning development using the following 5- point Likert scale: 5-Strongly Agree 4 -Agree 3-Neutral 2- Disagree 1-Strongly Disagree. To gather accurate data, the researchers looked for questionnaire that is related to the study. The procrastination questionnaire came from the study of Lodha et al., 2019, about "General Procrastination Scale: Development of Validity and Reliability". While the leaning development questionnaire came from the study of Mahasne et al., 2016 about "The Relationship Between Academic Procrastination and Parenting Styles Among Jordanian Undergraduate University Students" (See appendix 4). **G. DATA ANALYSIS** In analyzing the data, the researchers will be using descriptive statistical analysis which involves collecting, interpreting, analyzing, and summarizing data to present them in the form of charts, graphs, and tables. Rather than drawing conclusions, it simply makes the complex data easy to read and understand. The responses to all items on the effects of procrastinating on the school activities of Grade 11 students learning development will be describes as follows: Scale Range Quantitative Description 5 4.51-5.00 Strongly Agree (SA) 4 3.51-4.50 Agree (A) 3 2.51-3.50 Neutral (N) 2 1.51-2.50 Disagree (D) 1 1.00-1.50 Strongly Disagree (SD) **REFERENCES** Adekunle. (2004). The impact of procrastination on students' academic performance in secondary schools. international journal of sociology and Anthropology Research Vol.5, No, pp.172. Akinsola, M. K. & Tella A. (2007). Prediction of Academic procrastination by Fear of Failure and self- Regulation. Eurasia Journal of Mathematics, Science & Technology Education, 3(4)363-870. Alih, N, & Alvarez, A. (2021). Academic procrastination: Its effect on the learning productivity of senior high school students in Mindanaostate university-sulu. Indonesian Community Empowerment Journal, https://doi.org/10.27275/kejounal.V112.10 Chawla, N., Ostafin, B. 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