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STI COLLEGES – SANTA ROSA

CHAPTER 1

The problem and its background

1.1 INTRODUCTION

Many things and consequences in our daily works are often needed to do

with small or even large amount of efforts. Not only for adult persons who took

responsibilities for their family, but also for the youths like students. Despite of

having multiple of works and activities to do, students often shows an incredible

struggle towards self-regulatory failure that is not entirely understood.

Students frequently misunderstood why they always came up to lay their

hands down when it comes to bunch of homework and projects to do. Some will

say that, it is only a usual negative reaction to a various activities that they need to

finish. This is known to be lazy at the first place and cramming on every possible

way, then they will rush to finish their obligation at the end, like „beating the red

light‟. The question is, what is the perception of the student when it comes to

procrastination or cramming, and how long it will affect the student? According

to Chrisoula Andereuo (2016) genuine procrastination that exists and supported

by preference loops, it is can be either stable or evanescent. As stated by

Andereuo, it seems procrastinating is a choice if students stick to this act of mind

set or not.

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1,2 STATEMENT OF THE PROBLEM

The purpose of this research was to know and understand the perception of

STI senior high students towards procrastination or cramming. The researchers

seek to answer the following questions:

1. What is the socio-demographic profile of the respondents when grouped

according to:

1.1 Age

1.2 Gender

1.3 Academic Strand

2. How often do STI senior high school students procrastinate?

3. What are the causes why STI senior high students procrastinate?

4. What could be the good and bad effects of procrastinating towards STI

senior high students?

1.3 OBJECTIVES OF THE STUDY

The primary goal of this research was to determine the perspective of STI

senior high students towards procrastination or cramming.

Mainly, it has the following objectives:

1. To know the perception of selected STI-SR senior high students towards

procrastination or cramming.

2. To determine the reasons why STI senior high students procrastinate.

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3. To know the effects of procrastination towards the STI senior high

students.

1.4 ASSUMPTIONS OF THE STUDY

The following are the assumed results based on the objectives of this

research:

1. There is no significant relationship between the socio-demographic profile

of the respondents and their perception towards procrastinating

2. Procrastinating is done in an often or sometimes manner.

3. Students procrastinate due to laziness and lack of willpower

4. Lack of time to prepare for the incoming works and higher risk of failure.

5. Although it is a stress-relieving act, the effects of procrastinating are still

negative due the fact that it slows down your productivity.

1.5 SIGNIFICANCE OF THE STUDY

The study could provide information regarding the perception of senior

high students in STI Santa Rosa towards procrastination or cramming.

The study could be considered significant to the following:

School: This will help the school to get a better view of the insights of

their students toward the act of procrastinating and to gain additional

understanding about their students‟ situation, not only in terms of time

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management but also in the psychological aspect. This study could build a better

connection between the school and its students.

Senior High school and College students: This will help them have a

better understanding of what the situation is when it comes to handling priorities

and tasks. They can use this as a tool to assess themselves, and help others like

them, after reading this paper.

Future Researchers: This will help them discover new knowledge

regarding the bird‟s-eye view of the topic which is commonly unknown for many.

This is also an opportunity to dig deeper and know more about procrastination

that sounds usual to the masses but definitely a complex one. This will also help

them sharpen their understanding regarding this phenomenon. This study will also

serve as a mirror for future researchers because there are possibilities that they

will see themselves on the respondents‟ point of view. They will definitely gain

something new in this study.

1.6 SCOPE AND LIMITATIONS

The study was conducted at STI College - Santa Rosa located at Garnet

Rd., Balibago Commercial Complex, Santa Rosa, Laguna. The target respondents

are part of the Senior high school department. The researchers carefully selected 4

students, two males and two females, to have a more balanced result according to

gender. The respondents are enrolled on the following strands available at STI-

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SR: GAS: General Academic Strand, STEM: Science, Technology, Engineering

& Mathematics, ABM: Accountancy, Business & Management, ICT: Information

& Communication Technology, CA: Culinary Arts, and TO: Tourism Operations.

The age range of the student respondents are 15-20 years old, regardless of

religious, financial and educational background.

The study will only discuss the perception and opinion of the selected

senior high students enrolled in STI College Santa Rosa. It will not include the

perception of the college department, faculty, or even the school administration

and its staff. The study will only focus on the subject which is procrastination,

specifically “Academic Procrastination”, among the students of STI College –

Sta. Rosa.

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1.7 RESEARCH PARADIGM

INPUT PROCESS OUTPUT

The
The socio- perception of
demographic STI-SR
Through
profile of senior high
survey students
respondents:
questionna- towards
 Age ires procrastinat-
 Gender ion or
 Strand cramming

RESEARCH PARADIGM

Fig 1.1 Research Paradigm on the perception of STI Santa Rosa senior high
students towards procrastinating.

1.8 DEFINITION OF TERMS

Aversiveness means avoiding or causing avoidance.

Beating the red light is the act of pushing the limitations, sometimes leads to

unwanted consequences.

Cliché is something (as a menu item) that has become overly familiar or

commonplace.

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Cognitive means conscious intellectual activity.

Conceptual means related to or based on existing concepts.

Conscientiousness means being governed by or conforming to the dictates

of the conscience.

Correlational means relation existing between phenomena or things or

between mathematical or statistical variables which tend to vary, be

associated, or occur together in a way not expected on the basis of chance

alone.

Cramming is the act of stacking up of works; rushing to complete an assigned

task for the last minute.

Empirical is relying on experience or observation alone often without due

regard for system and theory.

Evanescent means vanishing or fading away.

Facets mean any of the definable aspects that make up a subject.

Meta-analysis is the quantitative statistical analysis of several separate but

similar experiments or studies in order to test the pooled data for

statistical significance.

Mind-set is the way where your mind focuses on a certain subject or goal to be

achieved.

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Neuroticm is the behaviour of neurosis, a mental and emotional disorder that

affects only part of the personality, is accompanied by a less distorted

perception of reality.

Obligation is a duty that needs to be done.

Perception is the viewpoint of someone, either by sight or by opinion.

Perpetuator is a person who reasons himself that will cause long-continuing

process.

Predisposed means being susceptible.

Preference loops explains our daily, or moment-to-moment choices, to delay as

the procrastinators dilemma.

Prevalence means being widely accepted, practiced or favoured.

Procrastination is the act of delaying of assigned works for a given period of

time intentionally.

Sidetracker is a person whose position or condition has a secondary option

of importance to which one may be diverted.

Stable means steady or firm.

Theoretical means confined to theory or speculation often in contrast to

practical applications.

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CHAPTER 2

Review of related literature

2.1 FOREIGN LITERATURE

According to Dr. Piers Steel, procrastination is one of the self-regulatory

failures that can‟t be explained until now; it is also a current and destructive

behaviour in this era. So, Steel reviewed the relevant conceptual, theoretical and

empirical works resulting in correlational, experimental and qualitative findings.

Based on 691 correlations, a meta-analysis of procrastination‟s possible causes

and effects shows that neuroticism, rebelliousness, and sensation seeking show

only a weak connection. Steel also said that the following are the strong and

consistent signs of procrastination: task aversiveness, task delay, self-efficacy,

and impulsiveness, as well as conscientiousness and its facets of self-control,

distractibility, organization, and achievement motivation. “Continued research

into procrastination should not be delayed, especially because its prevalence

appears to be growing.” (Steel, 2007)

Milana Knezevic said that procrastination is a student‟s worst enemy; it is

a disease that eats away the students‟ productivity. An American study estimates

that 70% of students showed the signs of this behaviour. “Students are

biologically and socially predisposed to put off until tomorrow what we should do

today.”, “Aside from the cliché that students are more impulsive, in your early

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20s you're still developing your pre-frontal cortex, home of the will power.”

(Steel, 2016) (Knezevic, 2016)

A blog site named 20pixels posted about different kinds of procrastinators,

refer to the illustration below:

Fig 2.1 A Field Guide to Procrastinators (n.d) Retrieved on January 1, 2017, from,

20px.com/blog/2013/09/06/a-field-guide-to-procrastinaton

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2.2 LOCAL LITERATURE

Grace Shangkuan Koo, a columnist in the Inquirer newspaper, blogged

something about procrastination entitled as “Why do people procrastinate?”

According to Koo, procrastinating has to do with „estimation‟. Almost everyone

procrastinates and there are some more than others. She also said that people

procrastinate or doing things off when they overestimated the time they have or

underestimated how long it takes to accomplish a task. Also, people may

overestimate their abilities and motivation, expecting that things will go smoothly

without a flaw. She also mentioned that people uses all sorts of excuses to justify

their procrastination: It‟s either they do not know how to complete or they really

don‟t know what needs to be done. Sometimes, they will say that they are not in

the mood or they forget. To blame others or waiting for the right moment or for

inspiration is also one of the excuses. Another thing that Koo expressed in the

blog is that people may also think that they can do better under pressure, waiting

until the last minute, believing they can finish on time and do other tasks. She

mentioned that there is a research who said that there are active and passive

procrastinators: The active ones are those who works under pressure and finishes

the tasks on time while on the other hand, the passive procrastinators are those

who continue to wait and delay and never get to accomplish their work.

Perfectionism could also be the cause of procrastination. “Unhealthy or neurotic

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perfectionists” aims at unrealistic high standards and is afraid to fail. They are

also paralyzed to even initiate a work. (Koo, 2013)

Another blog in the internet with a title of “Saka na, bukas na: Pinoy

procrastination” asks if we, the Filipinos, ever wondered how the timeless virtue

„Filipino time‟ originated? Do we know why did the grasshopper starved to death

in the story of “The ant and the grasshopper”? Do we also know why the hare lost

the race against the turtle? Based on this blog, it is because of the act of

procrastination. The Filipino way of saying it is “saka na lang” which is clearly

the mañana habit we inherited from our conqueror centuries ago. If we will look

into reality, procrastinating is a thief of time. Time is the only thing in this world

that all of us can lose and never regain. By procrastinating, an individual is at risk

of wasting and killing the time. Unfortunately, when the individual realizes this

fact, he has already run out of time. He/she might try not to give up by saying the

famous line “bahala na” and hoping that there would be a “later”. The conflict is

that „later‟ usually ends up with a “never.” (2013)

Carla M. Mandap from Bulacan State University wrote an online journal

where she states that academic procrastination can be considered as behavioural,

affective and cognitive phenomenon which draws out from an individual‟s fear of

failure or task aversiveness (Solomon & Rothblum, 1984). The fear of failure is

related to low self-confidence where individuals delay tasks because of the fear or

belief that they will not accomplish it. Students with high confidence can

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somehow respond positively to the academic challenges despite the difficulty of

work. (Mandap, 2016)

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CHAPTER 3

Methodology and Procedure

3.1 RESEARCH DESIGN

This chapter of the study shows the research methods and designs,

research instruments used, and respondents who participated for the said study

subject.

Descriptive research is the method used for this study. Collection of data

about the state of the subject of the study was involved.

The researchers used the descriptive survey type of research in assessing,

analysing and evaluating the perception of STI Santa Rosa senior high students.

This method helped to determine the state of the act of procrastinating in the

students of the said school.

This method and structure deal with the different variations of perception

of the respondents for this study. It is also related on events that happened and

still happening until now supported by studies that were done before.

3.2 RESEARCH INSTRUMENTS

The research instrument used to conduct this study is survey

questionnaires. The questionnaire is composed of two (2) parts: First, is where the

researchers obtained the profile of the selected respondents where they are

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grouped according to age, gender, and their academic strand. The second part was

the set of questions that is required to be answered by the respondents to collect

the data needed by the researchers for this study.

3.3 RESPONDENTS OF THE STUDY

The respondents of this study were selected based on the following

criteria: the respondents should be senior high students of STI-SR from the 6

different strands (General Academic Strand, STEM: Science, Technology,

Engineering & Mathematics, ABM: Accountancy, Business & Management, ICT:

Information & Communication Technology, CA: Culinary Arts, and TO: Tourism

Operations) with 4 respondents each from each strand, two (2) males and two (2)

females currently enrolled this school year 2016-2017.

3.4 DATA GATHERING PROCEDURE

The researchers collected data through research of other literature about

the topic of the study and through survey. The researchers included blogs, articles,

and any other material related to the study. The set of questionnaires were

validated by the thesis instructor. After the questionnaire was validated, it was

pre-tested to the 20 students of GAS112-1B of STI College of Santa Rosa then

was later administered to the target respondents.

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3.5 VALIDATION OF INSTRUMENTS

The researchers have formulated a questionnaire that would answer their

problem statement. The survey forms were validated by the Practical Research 1

Adviser/Instructor Ms. Ma. Elnora Angelica A. Magsino. After the validation, it

was pre- tested to GAS112-1B students of STI College of Santa Rosa, not

belonging to the target respondents of the research study which were the students

from GAS, STEM, CA, TO, ABM and WEB of the same said school. The pre-

test was done to check if the questionnaire was easy to understand and was able to

execute the right answer that would help the researchers answer the problem

statement. And since there were no revisions required, the survey forms were

administered to the respondents.

3.6 STATISTICAL TREATMENT OF DATA

The statistical tool used for the research was the Percentage Distribution

Formula. With the equation:

3.7 DATA ANALYSIS

Likert‟s scale was developed by Rensis Likert during 1946 to 1970 to

measure psychological attitudes in a considerably scientific way. Likert produced

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a scale that would measure the attitude of people in the manner of measuring

temperature. The five- point Likert scale numbered one to five or labeled strongly

agree, agree, neutral, disagree, and strongly disagree was usually administered in

a questionnaire form and another scale which was also ranked from five to one or

labeled 5 = STRONGLY DISAGREE, 4 = DISAGREE, 3 = UNDECIDED, 2 =

AGREE, 1 = STRONGLY DISAGREE. Each label is the equivalent of a person‟s

reaction to each statement given. The data gathered from the respondents were

analysed according to the respondent‟s answers to the questionnaire forms

distributed using the scale of measurement according to their personal response

on a statement given.

Below is the equivalent of the scale numbers to the response categories as

they express the degree of their personal agreement or disagreement in each

statement. The five categories represent a level of measurement in an order:

1 = strongly disagree

2 = disagree

3 = neutral/ undecided

4 = agree

5 = strongly agree

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CHAPTER 4

Presentation, Analysis & Interpretation of Data

This chapter presented findings based on the gathered data. The concern of

this study was to determine the perception of selected senior high students of STI

College Santa Rosa. This data shows their perception on how they define

procrastination. The contents of this chapter were organized to the statement of

the problem of this study.

Figure 1.1 to Figure 1.3 shows the percentage distribution of the profile of

the respondents according to age, gender, and academic strand they are enrolled.

I. SOCIO-DEMOGRAPHIC PROFILE

A. Age Distribution

The respondents‟ ages ranged from Fifteen (15) to Twenty (20)

years of age. Most of the respondents were 17 years old (45.83%).

(refer to figure 1.1)

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Age
50% 46%
45%
40%
33%
35%
30%
25%
20%
15% 13%
10%
4% 4%
5% 0%
0%
15 yrs old 16 yrs old 17 yrs old 18 yrs old 19 yrs old 20 yrs old

Fig. 1.1

B. Gender Distribution

The researchers selected an equal number of respondents from the

two basic genders. The selected 24 respondents are consisting of 12

males and 12 females (1:1 ratio) to obtain a reliable perception of the

respondents based on their gender.

60%
Gender
50% 50%
50%

40%

30%

20%

10%

0%
Male Female

Fig. 1.2

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C. Academic Strand Distribution

The selected 24 respondents were picked from the 6 different

academic strands (GAS, STEM, ABM, WEB, CA, and TO), available

at STI Colleges of Santa Rosa, four (4) respondents were taken from

each strand.

Academic Strand
18%
17% 17% 17% 17% 17% 17%

16%

14%

12%

10%

8%

6%

4%

2%

0%
GAS STEM ABM WEB CA TO

Fig. 1.3

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II. PERCEPTION TOWARDS PROCRASTINATION

The respondents were asked what was their perception or impression

about procrastination. The results were as follows: (refer to Fig. 2.1)

Perception About Procrastination


35%
29%
30%
25% 25%
25%
21%
20%

15%

10%

5%
0%
0%
HABITUAL STRESS RELIEVER NEGATIVE HABIT A NATURAL OTHERS
MINDSET
Fig. 2.1

Based on Figure 2.1, among the 24 senior high school respondents from

STI Colleges of Santa Rosa, there are Twenty-nine percent (29%) said that

procrastination is a habitual behaviour. There are Twenty-five percent (25% each

perception) of respondents who said that procrastination is a stress reliever and it

is also a negative habit, in a total of Fifty percent (50%). While the rest Twenty-

one percent (21%) said that procrastination is already a part of humans‟ way of

thinking.

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III. FREQUENCY OF PROCRASTINATION

The respondents were asked on how often they do the act of

procrastination. The results are seen below: (refer to Fig. 3.1)

Frequency of Procrastination
40% 38%

35%
29%
30%
25%
25%

20%

15%

10% 8%

5%
0%
0%
ALWAYS OFTEN SELDOM SOMETIMES NEVER

Fig. 3.1

As seen on Fig. 3.1, Thirty-eight percent (38%) of the general population

of the respondents said that they only procrastinate sometimes while there is also

a Twenty-nine percent (29%) of respondents said that they often procrastinate.

One-fourth of the percentage of the total respondents (25%) declared that they do

the act of procrastination in a seldom manner. Only Eight percent (8%) admitted

that they always procrastinate and no one proclaimed that they never did the act of

procrastination.

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IV. CAUSES OF PROCRASTINATION

The respondents were asked on what do they think are the causes why

people procrastinate. The results would be as follows: (refer to Fig. 4.1 to

4.5)

Legend:
5 – Strongly Disagree

4- Disagree

3 –Undecided/Neutral

2 – Agree

1 – Strongly Disagree

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Laziness
45%
42%
40%

35%

30%

25%
21%
20%
17%
15% 13%

10% 8%

5%

0%

Fig. 4.1

Based on the chart (Fig. 4.1), Forty-two percent (42%) almost half of the

respondents population agreed that laziness is the cause of procrastination; there

are Twenty-one percent (21%) that strongly agreed, Seventeen percent (17%) said

that they are undecided. Some of the respondents, Thirteen percent (13%)

disagreed and only Eight percent (8%) strongly agreed that this is the cause.

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Lack of Motivation
45%
42%
40%

35%

30%

25%
21%
20%
17%
15% 13%

10% 8%

5%

0%

Fig. 4.2

On this chart, Forty-two percent (42%) of the respondents strongly agreed

that the cause why they procrastinate is the lack of motivation to act. Half of the

percentage of the latter, Twenty-one percent (21%) disagreed that this could be

the cause. Seventeen percent (17%) chose undecided or neutral while Thirteen

percent (13%) said that they agree in it and only Eight percent (8%) of the

respondents strongly disagreed.

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Not Interested on the Given Task


35% 33% 33%

30%

25%

20%
17%

15% 13%

10%

4%
5%

0%

Fig. 4.3

If being not interested on the given task is the cause of procrastination,

Thirty-three percent (33%) of the respondents population are undecided about it

and another Thirty-three percent (33%) disagreed that this could be the cause, a

total of Sixty-six percent (66%) covering over half of the general respondents

population. There are Seventeen percent (17%) of respondents agreed, about

Thirteen percent (13%) strongly disagreed and only Four percent (4%) strongly

agreed for this choice.

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Fear to Fail

60%
54%

50%

40%

30%

20% 17%
13% 13%
10%
4%

0%

Fig. 4.4

Based on Fig. 4.4, Fifty-four percent (54%) over half of the total

respondents strongly disagreed that fearing to fail is the cause to procrastinate.

Only Seventeen percent (17%) chose neutral or undecided while Thirteen percent

(13%) said that they strongly agreed and another Thirteen percent (13%) agreed

that this could be a cause, a total of Twenty-six percent (26%). Four percent (4%)

of the respondents disagreed.

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Prioritizing Less Important Things


35%

30% 29%

25%
21% 21%
20%
17%

15%
13%

10%

5%

0%

Fig. 4.5

In this chart, it shows a way of equilibrium in the choices of the

respondents. Twenty-nine percent (29%) of the respondents disagreed that

prioritizing less important things are the cause of procrastination. Twenty one

percent (21%) of the respondents strongly agreed and also Twenty-one percent

(21%) strongly disagreed towards the choice. Seventeen percent (17%) stated that

they agree in this choice and Thirteen percent (13%) are neutral or undecided.

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V. EFFECTS OF PROCRASTINATION

The respondents were asked if what are the effects of procrastination for

them. The following are the results:

Effects Of Procrastination
50% 46%
45% 42%
40%
35%
30%
25%
20%
15%
10% 8%
4%
5%
0%
STRESSED REGRETS CHAIN OF FAILURE IT WOULD BE A LONG
TIME MINDSET

Fig. 5.1

The chart represents the effects of procrastination based on the

respondents‟ experiences. Most of them, Forty-six percent (46%), stated that they

are more likely to be stressed which is common, based on the reality. While

Forty-two percent (42%) of the respondents said that they feel regrets for doing

procrastination. To have chains of failure after committing procrastination was

picked by Eight percent (8%) of the respondents as their answers. The least choice

that they picked is that it would be a long time mind set; Four percent (4%) of the

respondents chose it.

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CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

This chapter gives the summary of the findings, conclusions, and the

recommendations of the study regarding the perception of selected senior high

students of STI Colleges of Santa Rosa on the issue about procrastination or

cramming.

The descriptive method of research was employed in this study to gather

information relevant to the study. Questionnaires were the main tool used to

solicit responses from the respondents which were analysed using statistical

measure such as percentage distribution method.

The specific questions raised in the study are the following:

1. What is the socio-demographic profile of the respondents when

grouped according to:

a. Age

b. Gender

c. Academic Strand

2. What is their perception towards procrastination?

a. Habitual

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b. Stress reliever

c. Negative Habit

d. A natural mind set

3. How often do STI senior high students procrastinate?

a. Always

b. Often

c. Seldom

d. Sometimes

e. Never

4. What do they think are the causes why they procrastinate?

a. Laziness

b. Lack of Motivation

c. Not interested on the given task

d. Fear to fail

e. Prioritizing less important things

5. What do they think are the effects of procrastination for the

procrastinator?

a. Stressed

b. Regrets

c. Chain of failures

d. It would be a long time mind set

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5.1 SUMMARY OF FINDINGS:

A careful and thorough analysis of the data gathered revealed these

findings:

The respondents‟ ages ranged from 15-20 years. Most of them, 11

respondents were 17 yrs. old (46%), followed by 16 yrs. old composing of 8

respondents (33%), then there are three (3) 18 yrs. old respondents (13%), and

lastly were 15 and 20 yrs. old, 1 respondent each (4% each).

The population of male and female respondents are equal, 12 respondents

each (50% each), a total of 24 respondents (100%).

The respondents are all Grade 11 senior high students of STI Colleges of

Santa Rosa. They came from the 6 academic strands available at the said school, 4

respondents from each strand, equivalent to Seventeen percent (17%) each.

There were 29% of the respondents sees procrastination as a habitual

behaviour. 38% admitted that they only procrastinate sometimes. 42% of the

respondents strongly agreed that lack of motivation is the main reason why people

procrastinate; 42% agreed that laziness is the main factor. Then, 33% of the

respondents were undecided if being not interested on the given task is a cause to

procrastinate. But then there were 29% of the respondents disagreed that

prioritizing the less important things is a reason to procrastinate. Lastly, 54% of

the respondents‟ population didn‟t really agree that the fear to fail is a reason why

people procrastinate or cram. For the last summary, 46% of the respondents

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answered that being stressed is the greatest effect if procrastinating was

committed.

5.2 CONCLUSION:

Based on the result of the study, the following conclusions were drawn:

Most of the respondents‟ ages were 17; this is because Grade 11

senior high school is the normal and usual grade level of students who has

this year of age. The rest of the respondents who has the age that is less

than and greater than 17 were assumed that they entered schooling too

early or too late, or possibly took an advancement examination.

The population of gender of the respondents were just equal, 50%

each. The researchers took an equal number of the two (2) genders in

order to obtain results that wouldn‟t be biased about the perception of

males and females. In this research, it is proved that gender doesn‟t affect

the way they perceives procrastination.

The respondents were selected from the 6 academic strands that are

available at STI-SR, this is because the researchers wanted to examine if

there would be different perceptions towards procrastination from the

different strands. But based from the research, the respondents from each

of the different strands has no significant difference of perception towards

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procrastination, therefore, academic strand that they are enrolled in

doesn‟t affect their perception towards procrastinating.

The general population of the respondents perceives

procrastination as a habitual behaviour of humans. Procrastination for

them is just a normal part of everydays‟ routine, that in every kind of work

or tasks, it is inevitable for an individual to stop what is he doing and do

some leisure things to make his mood positive and to avoid boredom.

Based on the findings, the frequency that the respondents would

procrastinate is in the level of “sometimes”, this is because they already

have the sense of responsibility which means that they already know in

theirselves that they couldn‟t let important things to be just ignored and

being easy-go-lucky must not be tolerated.

The respondents admitted that lacking of motivation is their cause

to procrastinate. If someone has nothing to push him or to give him the

will to do a task, then the possibility to do it as soon as possible will turn

into doing it as late as possible. Based on this research, an individual must

have the willpower to accomplish and finish a task.

The research brought up the result on what is the effect of

procrastination for the respondents, and the result was stress is the greatest

effect of procrastination. It is the usual tragedy if they let their tasks to be

piled up until the deadline came near. It is also the negative side of

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pressure, because pressure is the factor that makes someone to do

something to resolve the thing that needs to be resolved and that stress is

the result if the pressure builds up to the point that an individual couldn‟t

breakthrough anymore to resolved the tasks assigned upon him.

5.3 RECOMMENDATION:

After careful analysis of the findings and conclusions of this study, the

researchers have drawn the following recommendations:

1. The next researchers for procrastination‟s causes and effects are encourage

to determine the other aspects of procrastination that details the other

effects of it to one person‟s behaviour.

2. Students that are willing to make this research to be revised should clear

the explanation about if there are any positive effects on doing

procrastination although it is a negative self-regulatory.

3. Future researchers should also study if childhood has a relation to the act

of procrastination when they grow up.

4. Since this research is about on academic procrastination, the future

researcher must study the aspect of occupational procrastination and what

is the relevance between the two. They must also expect that there would

be significant differences between the two.

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REFERENCES:

https://www.merriam-webster.com/dictionary/
20px.com/blog/2013/09/06/a-field-guide-to-procrastinator
http://dx.doi.org/10.1037/0033-2909.133.1.65
https://doi.org/10.1111/j.1468-5914.2007.00331.x
http://thepoc.net/index.php/saka-na-bukas-na-pinoy-procrastination/
newsinfo.inquirer.net/543439/why-do-people-procrastinate

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