LIVED EXPERIENCES OF GRADE 12 SENIOR HIGH SCHOOL STUDENTS

TOWARDS ACADEMIC PROCRASTINATION IN UNIVERSITY OF CEBU

A Thesis
Presented to the Faculty of the
Senior High School Department
University of Cebu – Main
Cebu City

In Partial
Fulfillment of the Requirements for
the Grade 11 Senior High School Students
of Second Semester S.Y. 2022– 2023
in Practical Research 1

RACZER B. CONDES
ARIZZA LEAH B. ABERION
JOHN EMMANUEL M. ALONZO
NIÑO ANTHONY R. AMAD
RENDYLL DAGONDON
JAMES AARON F. DELAVICTORIA
JONAMAE B. JUMAO-AS
SHERIE ANN T. SAMBRANA
DEZETTO M. VILLANUEVA

STEM 9A

May 2023
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APPROVAL SHEET

This thesis entitled: LIVED EXPERIENCES OF GRADE 12 SENIOR HIGH

SCHOOL STUDENTS TOWARDS ACADEMIC PROCRASTINATION IN
UNIVERSITY OF CEBU prepared and submitted in partial fulfillment of the
requirements of the grade 11 senior high school students of second semester of
school year 2022 – 2023 has been examined and recommended for acceptance
and approval for ORAL EXAMINATION.

STEFFI JANE T. TADLAS, LPT

SHS Research Teacher
University of Cebu - Main
Adviser

THE RESEARCH COMMITTEE:

KRYSTEL JANE R. GERZON, LPT JADE KELLY A. LINAWAGAN, LPT

SHS Research Teacher SHS Research Teacher
University of Cebu – Main University of Cebu - Main
Member Member

PHOEBE T. ANGA, LPT

SHS Research Teacher
University of Cebu - Main
Chairman

Accepted and Approved for Oral Examination.

ABELARDO T. TEJO JR., Ed.D.

Senior High School Principal
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PANEL OF ORAL EXAMINERS

Approved by the Committee on Oral Examination with the grade of ________.

THE RESEARCH COMMITTEE:

Accepted and approved in partial fulfillment of the requirements of Grade

11 Senior High School Students for the subject, Practical Research 1.

Date of Oral Examination: May 24, 2023

ABELARDO T. TEJO JR., Ed.D.

Senior High School Principal
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ACKNOWLEDGMENT

The researchers want to offer their thanks to all individuals who took an interest in

this study.

First of all, we would like to thank our God Almighty, the researchers wish

to express their gratitude to the Almighty God for guiding them profoundly and

intellectually throughout the limitations, interaction, and progress of this entire

study.

To our beloved friends and families, the researchers would like to thank you

for your valuable opinions and ideas that helped shape this study.

To our research adviser, Ms. Steffi Jane T. Tadlas, the researchers would

like to thank you for your assistance in making this study a reality. The researchers

would like to thank you for directing and assisting them until the completion of this

qualitative study.

To the authors of the academic journals, the researchers would like to thank

the authors and their journals for their thoughts, which helped to fill gaps in our

literature review and investigations.

To our respondents, the researchers may also wish to thank the

respondents for accurately and completely noting the assessment for the

completion of this review. Their efforts enabled the researchers to see the

outcomes that resulted in a more thorough review.

Lastly, to the entire Grade 11 STEM Resilience 9A, thank you for taking part

in this study, as well as your dedication, hard work, and teamwork.

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DEDICATION

We'd like to dedicate this research paper to the people who contributed to

the success of this event.

To Almighty God, our separate families, friends, classmates, mentors, and

loved ones were the sources of our inspiration and strength to fulfill our life

objectives and dreams. The journey would not have been finished or succeeded

without your assistance. All of our information will always be our best experience

as we go forward in life. We know that undertaking research will improve on what

we observe and learn in our daily lives. As a result, we will never stop learning and

will continue to inspire the youth to be more driven and knowledgeable in the face

of adversity.
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TABLE OF CONTENTS
Page
Title Page i
Approval Sheet ii
Acknowledgment iv
Dedication v
Table of Contents vi

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

INTRODUCTION
Rationale 1
Theoretical Background 5
Review of Related Literature and Studies 8

THE PROBLEM
Statement of the Problem 15
Significance of the Study 15
Scope and Delimitation 17

METHODOLOGY
Research Design 17
Research Environment 18
Research Respondents 18
Research Instruments 19
Data Collection Procedure 19
Data Analysis Procedure 20

DEFINITION OF TERMS 20

CHAPTER 2: PRESENTATION, ANALYSIS, AND INTERPRETATION 22

OF DATA

CHAPTER 3: SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS
Summary of Findings 43
Conclusions 45
Recommendations 46

REFERENCES 47

APPENDICES
Appendix A: Transmittal Letter 54
Appendix B: Interview Guide 55
Appendix C: Informed Consent 56
Appendix D: Sample Coding Table 57
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Appendix E: Location Map 78

CURRICULUM VITAE 79
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Rationale

School is a place where students can learn based on their preferences.

Their primary responsibility as students is to learn and take part in extracurricular

activities at school that help them advance their skills. As a result, they must be

able to manage their time effectively and be accountable for their responsibilities,

such as completing their academic assignments. Students could, however, also

develop the negative habit of putting off their assignments. This practice of

students delaying assignments is referred to as procrastination. According to (Ojo,

2019), everyone, from high school students to adults, regularly engage in the act

of procrastination.

Procrastination is identified as one of the most significant obstacles for

students in universities and institutes, as indicated by recent studies (Košíková et

al., 2020). Academic procrastination has been found to potentially increase anxiety

and give rise to additional negative emotions (Saplavska & Jerkunkov, 2018). It is

predominantly caused by excessive workload and poor time management. When

students procrastinate on academic tasks, it often leads to heightened tension and

fatigue, thereby increasing the likelihood of delayed work completion and

subsequent poor performance in class (Saplavska & Jerkunkov, 2018).

Procrastination, as an unhelpful practice observed among students during

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academic endeavors, can have detrimental effects on mental health (Peixoto et al.,

2021). This behavior is prevalent in educational settings and is associated with

adverse outcomes such as achieving low grades (Olleras et al., 2022).

As such, procrastinators' pastimes include excessive gaming, internet

browsing, daydreaming, and other activities. (Nur-In & Alvarez, 2018). Results of

a study by (Chehrzad et al., 2017) revealed that procrastination was mostly caused

by older age, academic level, and gender, with moderate procrastination being

observed by the majority of university students and severe procrastination by a

minority of students.

Similarly, a study conducted in nine countries in Europe revealed that

satisfaction with studies had been severely affected in the university population

because of variables such as depression (Rogowska et al., 2021). Regarding

academic procrastination, research such as that conducted with Chinese

adolescents revealed that academic procrastination precedes problematic use of

cell phones (unconventional distractor) (Hong et al., 2021) and research conducted

in Turkey with young people found that anxiety was related to academic

procrastination behaviors (Traş et al., 2020).

In a study by (Fasya et al., 2019), half of the students claim to be

procrastinators, while the other half have academic procrastination. In addition,

they conducted a study on procrastination among Pakistani university students,

many students complete their assignments late and perform their performance

responsibilities poorly. Furthermore, half of the students are resting or doing

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something other than studying for an upcoming test. The study demonstrated that

academic procrastination is a severe issue in southern Asia. The results of these

studies highlight how academic procrastination affects students.

(Godinez et al., 2022) conducted a study in Cagayan De Oro City,

Philippines. In the operation of online distance learning, procrastination has

increased in frequency. According to their interview, several online learners at St.

Rica's College of Balingasag had managed to skip their academic tasks,

particularly mathematics. Students who engage in this procrastinating practice

may struggle academically. Furthermore, a prior study found that procrastinating

students are more likely to enjoy using their phones during lectures, which may

explain why they procrastinate. (Rozgonjuk et al., 2018). In this case,

procrastination occurs because students are preoccupied with chatting and

socializing with people they meet online during class rather than paying attention

to their instructor's lectures.

Aldalham, M. S. (2022) revealed that the study was to assess the level of

academic procrastination among university outstanding achievement and non-

achieving students. However, the study only looked at the level of procrastination

as opposed to the overall experience of academic procrastination of students.

Moreover, it implied that the study was only conducted with outstanding and

underachieving female undergraduate students, focusing solely on one gender

and specifically stating only outstanding and underachieving undergraduates,

which further eliminated any more potential concerns about the topic.
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A study by Saplavska, et al. (2018) showed the comparison of academic

procrastination and anxiety. However, the study did not further discuss the overall

experience and effects of academic procrastination with the students, along with

strategies to reduce procrastination, as that is what our research aims to explore.

Despite facing the stress of graduation, college preparations, and significant

decision-making, senior high school students at the University of Cebu Main are

not exempt from this phenomenon. With increased responsibilities as they strive

to achieve their goals, students often experience stress and struggle with time

management. Coupled with a heavy workload and numerous tasks to complete, it

is common for them to resort to procrastination. Consequently, further analysis and

research are necessary to gain a comprehensive understanding of the challenges

faced by Grade 12 students at the University of Cebu Main Senior High School.

The researchers are undertaking this study to address this rampant problem

that affects performance in various life domains in their tasks and disregards to

school obligations. Therefore, the student's performance, especially assignments,

is being set aside. Grades and scholarship opportunities all vanished because of

this problem.

By gathering data from the grade 12 students from different strands, this will

help the researchers get a better understanding. It aims to know the causes,

adverse effects, and coping mechanisms of academic procrastination on students.

Gathering data will allow researchers to develop effective interventions to help

students improve themselves and address their challenges. Therefore, our study
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aims to assist students who struggle with procrastination and address the various

types they may experience, which can lead to an excessive workload. Lastly, our

research on the lived experience of academic procrastination among grade 12

students at the University of Cebu is crucial for understanding that an excessive

workload can result in mental and physical health problems among students.

Theoretical Background

This study is anchored on numerous theories correlating the lived

experiences of students on academic procrastination. It is theoretically

underpinned by the following theories: Psychoanalytic Theory, Psychodynamic

Theory, and Behavioral Theory.

Psychoanalytic Theory. This theory was formulated by Sigmund Freud

(1890). The primary explanations for academic procrastination behavior, which is

prevalent in many areas of psychology, come from psychoanalytic theories. Freud

and other researchers focused in particular on academic procrastination behavior

for specific assignments. While Freud believed that dealing with anxiety was an

essential aspect of human existence, he also identified defensive mechanisms as

certain actions people take to prevent distress (Ferrari et al., 1995). According to

Freud, anxiety is an ego-disturbing stimulus resulting from unconscious material.

Following the receipt of these impulses, the ego defends itself by employing

numerous defense mechanisms. According to Freud, incomplete labor disturbs the

ego, which therefore engages in procrastination behavior to escape the stressful

position (Goroshit, 2018).

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In other words, the ego uses procrastination as a sort of self-defense

mechanism. Anxiety cannot be entirely removed by defense mechanisms.

Defense systems won't be sufficient to reduce stress when the issue is

experienced again (Ferrari et al., 1995). Evasion of feelings and attitudes prevents

people from confronting their inadequate feelings. Although procrastination

temporarily relieves the person from having to deal with unpleasant feelings, it has

a long-term negative impact on personal growth.

Psychodynamic Theory. Freud (1890) initially developed this concept as

a theory of personality. Several theorists have contributed to it over the years as it

has undergone tremendous change. Freud thought that childhood experiences,

subconsciously occurring intrapsychic processes, and interpersonal patterns could

all be used to explain human behavior. Psychodynamic theory's general definition

is that people's actions are caused by factors that are unknown to them.

Psychodynamic theorists disagree with Freud's strict and inflexible ideas

but accept his belief in the dynamic aspect of human nature. Psychodynamic

theorists believe that childhood experiences heavily affect how one develops their

personality and how they think as adults (Ferrari et al., 1995). This behavior is

referred to as "procrastination syndrome" and is brought on by poor parenting,

according to Burka and Yuen (2008), who study child development from a

psychodynamic perspective.

One of the most significant causes of procrastination is parents' unrealistic

expectations for their children, who set high standards of performance and connect
 7

them to love and approval from their parents. When children raised with these

parenting styles feel worried and guilty once they fail, they exhibit procrastinating

behavior. Children who had extraordinarily high expectations for themselves as

children or whose parents had no expectations for themselves as adults are more

prone to exhibit procrastinating behavior.

Behavioral Theory. This study was developed by John B. Watson (1913).

The primary concept of this theory is that it is generated through reinforced

behaviors. Reinforcement theories' central concept is truly straightforward:

behaviors occur because they are reinforced. The relevance of both positive and

negative consequences is supported by classical conditioning theory. People

display procrastinating behavior because it is either reinforced or not penalized,

according to learning theory (Ainslie, 1975).

The behavioral theory aims to explain human behavior by examining the

antecedents and consequences present in the individual's environment as well as

the learned associations acquired through prior experience. This entry describes

the various traditions within the behavioral perspective, as well as the clinical

applications that stem from them. Common criticisms are discussed in light of the

ongoing evolution of behavioral theory and the fit of its tenets with the field of social

work (Beth Angell, 2013).

To conclude, all of the theories presented are relevant to the research since

they explain the experiences of grade 12 students towards procrastination and

their many advantages and disadvantages. The three principles also addressed
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the consequences of procrastination and how they can influence the lives of grade

12 students. These ideas serve as the framework for the study of grade 12

students' lived experiences on procrastination, which may aid and benefit the

researchers' study and address the difficulties.

Review of Related Literature and Studies

This chapter focuses on providing the relevant research and studies that

the researchers thought might support the claims and significance of the proposed

study.

Related Literature

The review and thorough examination of the literature are crucial to the

development of the study. The study themes will be examined fully, along with

the relevant literature.

Causes of Procrastination

Academic procrastination can have a wide range of causes. Low motivation

to learn, a lack of time management skills, negative emotions, perfectionism, and

laziness are the main reasons for academic procrastination (Ghaffari et al., 2021).

According to Irwansyah et al. (2021), students chose to put off completing projects

because they believed the due date was too far away and instead prioritized

enjoyable activities like playing with their devices. Students frequently only

complete their assignments when the deadline is near due to a lack of knowledge

in working on them, laziness, and the inability to begin.

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Sometimes students who procrastinate tend to have psychological

disorders. In a research conducted by (Söyleyen et al., 2019), academic

procrastination has been observed to be a psychological disease that can be seen

in behavior. This means that some students didn't choose to procrastinate at their

own will. That this procrastination behavior that they show may be a disorder.

In another study conducted by (Söyleyen et al., 2019), academic

procrastination is caused by irrational fears of failure and similar circumstances

such as worry, perfectionism, and poor time management. Procrastination can also

be attributed to psychological disorders. Furthermore, it is clear that the main

causes of academic procrastination are fear of failure, laziness, a diminished

sense of responsibility, and poor time management.

Effects Caused by Procrastination

Academic procrastination is common in a wide range of educational

settings. According to (Custer, 2018), poor sleep, high levels of stress, delayed

work due to a lack of time, improper completion of homework, confusion, self-

blame, feelings of guilt and inadequacy, low self-esteem, anxiety, and depression

are all symptoms of academic procrastination.

Alih et al. (2021) stated that procrastination is a self-defeating behavior that

leads to productivity loss, poor performance, and stress. Most students nowadays

procrastinate frequently, which has a negative impact on how productively they

study. Students believed that procrastination harmed their learning abilities by

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putting them under pressure to complete schoolwork that they could not fully

comprehend.

According to a study by (Qian et al., 2018), academic procrastination

mediates the impact of academic stress on academic performance. Individuals

who perceive academic stress will perform better if they actively procrastinate,

whereas passive procrastination will result in poor performance. Furthermore,

having a high sense of self-efficacy encourages active procrastination. That is,

once an individual is aware of academic stress, they must believe in their own

ability and take active action to achieve positive results.

Coping Strategies for Procrastination

According to a study by Scribner, et. al, (2020), participants proposed three

helpful coping strategies, including spirituality, emotional sharing, and the use of

support. Meditation and religion are examples of spiritual strategies. These are

essential for coping strategies as they promote stress reduction, enhance

emotional regulation, and provide a sense of meaning and purpose during

challenging times.

In a study conducted by Tang Tang (2018), students studied more, used a

variety of learning techniques, developed self-help and psychological strategies,

accessed institutional and technological support, and sought assistance from

teachers and peers. Having access to institutional and technological support, as

well as seeking help from teachers and peers, proved beneficial in their learning

journey. Individuals were able to gain guidance, support, and insights from trusted
 11

sources as a result of these actions, allowing them to gain new perspectives and

practical advice. Individuals seek advice, support, and insights from trusted

sources in order to gain new perspectives, receive practical advice, and improve

their coping skills. These elements work together to provide individuals with a

broader range of coping strategies.

A study formulated by Francisco, et. al, (2022) the respondents have

discussed that taking responsibility for searching for topics and lessons, using the

internet and search engines, devoting more effort to study, asking and reaching

out to teachers, seeking assistance from more knowledgeable others, and peer

mentoring are some of the coping strategies. It empowers individuals to recognize

their agency in managing challenges, encourages proactive problem-solving, and

promotes personal growth and resilience by fostering a sense of control and

accountability over their own well-being.

Related Studies

The researchers have found various studies that are related to our research

and will be defining academic procrastination and some factors that are associated

with the study.

The study by Ghaffari et al. (2021) demonstrates that a wide range of

factors, including a lack of motivation to learn, ineffective time management skills,

and laziness, may lead to academic procrastination. This study is also supported
 12

by Irwansyah et al. (2021), who claimed that students frequently only complete

their assignments when the deadline is approaching because they lack motivation

and time management skills, place less importance on the due date, and prioritize

fun activities like playing with their electronics.

According to research conducted by Söyleyen et al. (2019), academic

procrastination has been identified as a psychological disorder exhibited in certain

students' behavior. It indicates that procrastination is not always a conscious

choice, but rather a manifestation of a disorder. The study also highlights that

academic procrastination is often linked to irrational fears of failure, as well as other

factors like excessive worry, perfectionism, and inadequate time management.

Additionally, psychological disorders have been recognized as significant

contributors to procrastination. Consequently, it is evident that fear of failure,

laziness, diminished sense of responsibility, and poor time management are the

primary underlying causes of academic procrastination.

A study conducted by Cluster (2018) revealed that a significant portion of

students exhibit academic procrastination tendencies. Certain students, burdened

with a heavy workload, find themselves deprived of sufficient sleep, leading to

procrastination as a result of fatigue. This postponement further delays the

completion of their work, resulting in mediocre academic performance.

Consequently, some students experience mental health issues. Therefore, it is

crucial for students to cultivate effective time management abilities and seek

assistance when confronted with procrastination challenges.

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The study by Alih et al. (2021) exemplifies the negative impacts of

procrastination on students' learning productivity. Students may procrastinate for

a variety of reasons, one of which is that they only use self-directed learning, in

which their teachers only convey online directions, rendering the students

compelled to come up with their own methods of comprehending a lesson that

hasn't yet been discussed. Due to their inability to comprehend the lesson, their

ability to finish the task at hand becomes less productive as a result. Which leads

to inadequate performance.

The study's findings by Qian, L., and Fuqiang, Z. (2018) indicate that

individuals who actively procrastinate are the ones who try to lower their stress or

because they prefer to use the pressure of a near deadline as motivation, which is

why they temporarily avoid academic work. It additionally provides students with

adequate time to think imaginatively about their work and acquire resources for

their given task in order for them to do better in their academic performance.

Meanwhile, with passive procrastination, students postpone decisions or actions

owing to an unwillingness to complete tasks on time, adversely affecting their

academic performance. Because of their indecisiveness, students submitted their

work late, resulting in poor performance and higher levels of stress.

Scribner, et. al, (2020) conducted a study that students utilize spirituality,

emotional sharing, and the application of support systems. Their study looks at

how effective these strategies are at improving students' overall well-being and

resilience. These support systems gave the students a sense of belonging,

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direction, and practical assistance, which helped them cope with academic,

personal, and emotional stressors. Students are primarily subjected to academic

stress, which requires them to deal with their problems. In order to effectively cope

with academic stress, students must recognize and address their problem.

Tang Tang, et. al, (2020) instigated research about the coping strategies of

Chinese international students that experienced academic challenges in US

Colleges. Their research highlights the importance of proactive learning behaviors

and accessing various support systems for student success. They found out that

the students' strategies to cope revolve around themes of agency and self-

reliance, as well as outreach and support. Students used various learning

techniques, exercised self-help and consulted professionals for guidance. Their

research provides valuable insights for universities and support services in

understanding the needs and experiences of Chinese international students,

ultimately enabling them to create more effective support systems and

interventions.

A study conducted by Francisco et al. (2022) found that students taking

responsibility for independently researching topics and lessons, using the internet

and search engines, putting more effort into studying, asking and communicating

with teachers, and getting help from more knowledgeable mentors are all effective

coping strategies. This research implies that developing an active mindset and

adopting problem-solving strategies can help students effectively manage their

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academic challenges, improve their academic performance, and maintain their

well-being.

THE PROBLEM

Statement of the Problem

This study aims to determine the lived experiences of Grade 12 high school

students towards academic procrastination at the University of Cebu Main, School

Year 2022-2023.

Specifically, this study sought to answer the following questions:

1. What are the reasons for academic procrastination among students?

2. What are the effects of academic procrastination on students?

3. In what ways can students cope to overcome academic procrastination?

Significance of the Study

The study we are conducting is to provide details about individual incidents

of academic procrastination among 12th graders and to be aware of the causes of

academic procrastination, its consequences, and the strategies used to minimize

it. The outcomes of this study are significant for the following:

Students. The overall understanding of the causes and effects on the

performance of academic procrastination gained from this study would be helpful

to students. This study will give them strategies that the researchers have gathered

from other students to improve the control of their procrastination.

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Family and Peers. This research will benefit families by giving them a

better knowledge of why their children procrastinate and how they can encourage

them to stop procrastinating. Based on the findings of our study, they can support

their children by providing emotional and physical support rather than exerting

pressure on them.

Teachers. By better understanding the elements that contribute to

academic procrastination in their pupils, teachers can also gain from this research.

They can find better answers to the students' procrastination with the aid of this

research. Using the knowledge teachers acquired from our study, they may

recognize students who struggle with academic procrastination and develop

successful strategies to support them.

School Administrators. The school staff and administrators will profit from

this study once they know its findings. They will have extensive knowledge of how

to offer guidance on procrastination reduction. This research will enable them to

conduct better preparation-related movements.

Future Researchers. This effort will benefit future researchers by

broadening their knowledge base, which they can use to enhance their research.

Future researchers can also utilize the information to create a procrastination-

related study investigation.

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Scope and Delimitations

The scope of this study revolves around procrastination, aiming to gain

insights into its nature, causes, and consequences among grade 12 students. The

research will focus on exploring the prevalence of procrastination, identifying its

underlying factors, and examining the potential impact on academic performance,

mental health, and overall well-being. The study will be conducted within the

University of Cebu Main, and data will be collected through interviews. The findings

will contribute to a deeper understanding of procrastination and provide valuable

insights for developing effective interventions and strategies to address this

behavior among students.

RESEARCH METHODOLOGY

This chapter describes how the researchers collected data. Data relevant

to the research topic will be analyzed and specified. The research design, as well

as the research location, and the study informants, are all factors to consider, as

they all serve as the foundation for the research.

Research Design

This study utilized phenomenological design to investigate the lived

experiences of Grade 12 SHS Students towards academic procrastination at the

University of Cebu. Phenomenology is a qualitative research approach that

focuses on the common experiences of individuals within a particular group

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(Creswell, 2013). This strategy relies on the expertise of others to identify, analyze,

and explain the phenomenon.

Research Environment

The study will be conducted at the University of Cebu-Main Campus in Cebu

City, Sanciangko St. Due to the large number of students in the University, there

are also many available students for our research. The University of Cebu (UC) is

known for its greatness in education and is consistently producing top notchers in

board exams and top students making the university an excellent setting and a

choice to conduct the study. It is also one of the prestigious schools in the City.

Research Respondents

The target participants of this research involve the students who

academically procrastinate in University of Cebu. A total of ten (10) participants

serve as the sample basis of this study because Creswell (1998), recommends (5-

15) participants for a phenomenological study. In this study, a method of purposive

sampling has been used for the selection of participants. Purposive sampling is

the process of selecting samples by taking a subject that is not based on the level

or area, but it is taken based on a specific purpose (Arikunto, 2010). The

researchers chose the participants because the study focuses on the phenomena

that apply to grade 12 students who are struggling with procrastination only. This

technique is applied based on the required respondents in the area where the

study is conducted.
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Research Instrument

The researchers adopted a semi-structured interview as the data collection

instrument. The questions, therefore, are questions that are then, followed up by

questions to a drawn-out more specific response from the informants (Doyle,

2019). An interview guide of three (3) questions was made to elicit information from

the Lived Experiences of Grade 12 Senior High School students towards academic

procrastination at the University of Cebu Main, School Year 2022-2023. If the

researchers are not satisfied with the response of the informants, follow-up

questions are permitted afterward. Gathered data was obtained through an

interview to comprehend the Lived Experience of Grade 12 Senior High School

students towards Academic Procrastination. There are three (3) questions decided

upon, and they are as follows: causes, effects, and coping strategies of academic

procrastination. Also, electronic devices were used to record the participants’

responses to data collection.

Data Gathering Procedures

After gathering all the information needed for the research foundation, a

transmittal letter is sent to the principal to ask permission to conduct the study

outside the school campus. The researchers looked for ten (10) Grade 12 students

who academically procrastinate at the University of Cebu and ask for their

available time for an interview. When the date is already set for both the

researchers and the informants, the interview can proceed. The interview is then

held in a quiet place where the informants can wholeheartedly answer the question
 20

with sincerity and without distractions. Also, the use of any language is acceptable

for the comfort of answering the questions. Since semi-structured questionnaires

are used, there are tendencies where the researchers ask further relevant and

useful questions for the study. Upon interviewing, the informants' responses will

be recorded for the analysis of data. Moreover, the interview takes 3-5 minutes to

finish.

Data Analysis Procedures

To analyze the data, a thematic analysis will be utilized. Thematic analysis

is a method of analyzing qualitative data. It is usually applied to a set of texts, such

as interview transcripts. The researcher carefully examines the data to identify

common themes-topics, ideas, and patterns of meaning that come up repeatedly

(Caulfield, 2019). This method allows the researcher to understand and analyze

the data fully.

DEFINITION OF TERMS

The terms are operationally defined based on how they are used in the

study.

Academic procrastination. According to (Shatz, 2023), it occurs when

students delay the completion of activities, projects, and assignments

unnecessarily. Such procrastination may create unnecessary anxiety and stress

for students when they attempt to complete their work in a rush until the deadline.
 21

Detrimental. Is an undesirable or harmful person or thing (Merriam-

Webster, 2023).

Elicit. In response to one's own actions or inquiries, evoke or draw forth (a

response, answer, or fact) from someone (MacQuarrie, 2015).

Lived Experiences. As defined by Talking Health Tech (2022), it is a

depiction of a person's experiences and decisions, as well as the knowledge

gained from these experiences and choices. It is also used when describing a type

of qualitative study that includes studies on culture and society, as well as,

linguistics and communication.

Tremendous. Is an adjective used to describe something that is very large

or impressive in size, amount, or degree. It can also mean overwhelming or

extraordinary (Vocabulary, 2023).

 22

CHAPTER 2

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of qualitative data

gathered by the researchers from ten (10) procrastinating students at the

University of Cebu - Main.

Causes of procrastination

I. Time Management

A. Sensation Seeking

II. Distractions

A. Social Media

B. Household Chores

III. Mental Health Problems

A. Anxiety

IV. Task Aversion

A. Lack of Motivation

Effects caused by procrastination

V. Positive Effects

A. Ability to Process Faster

B. Ability to Prioritize

VI. Negative Effects

A. Regret
 23

B. Gone Opportunities

C. Stress

D. Academic Decline

E. Habit-forming

Coping strategies for procrastination

VII. Self-Improvement Strategies

A. Assess your delays

B. Increase your motivation

C. Improve your planning

D. Practice time managing

VIII. Preventive Strategies

A. Avoid Distractions

B. Commit to Schoolworks

IX. Acceptance

A. Embracing

The researchers were able to construct six (8) themes from the data

collected. The following themes are (1) Poor Time Management (2) Distractions (3)

Mental Health Problems (4) Task Aversion (5) Positive Effects (6) Negative Effects

(7) Self-Improvement Strategies (8) Preventive Strategies. Each theme is backed by

1-5 assertions, as evidenced by the study's ten (10) informants.

 24

Presentation of Themes

Causes of procrastination by grade 12 students:

I. Poor Time Management

Poor time management is a mismanagement of time that results in a failure

of completing a task which can also lead to stress, anxiety, and missed

opportunities among managers. A study found that students perceived poor time

management to also be related to negative examination outcomes (Adams et al.,

2019).

A. Sensation Seeking

Sensation seeking comes when a person that has nothing to do or

specifically when boredom strikes. Most of the people who seek sensation are

undergraduates, especially grade 12 students. Students who experienced

sensation-seeking normally procrastinate as they felt different emotions such as

thrill, challenge, etc. Sensation-seeking is a personality looking for new, diverse,

complex, and extreme levels of sensations that are present in students

(Siraj et al., 2021). As five of the informants said:

Personally, magprocrastinate ko because sometimes magsalig ko ba

na dugay pa ang deadline and then uh mag-agad ko ana (Informant
1, line 12-14).

When ang deadline is taas-taas pa gani, there's much given time for
me to finish the task so I procrastinate, I do the task like 2 to 3 days
before the deadline (Informant 2, line 12-14).

I often do it purposely because it gives me thrill gani and whenever I

do it, for example, when we are given a task like to do an essay, then
 25

I usually procrastinate kay inig ka kanang hapit na deadline kay it

gives me burst of ideas gani, what to put in an essay and it saves
more time than to do it whole na time sa deadline (Informant 3, line
14-19).

Siguro kay by choice. Like pilion nimo mag procrastinate by choice,

or para pleasure I think, or challenge pud siya sa usa ka student
(Informant 6, line 18-20).

Kanang naa gai buhaton nya daghan na kaykog buhaton then

mukuan sa akong self na “ah kaya ra nako na, kaya ra ko na
unya" "ako na buhaton unya” (Informant 8, line 12-15).

As stated, it is their freedom of choice to do procrastination in their academic

tasks as they feel challenged or thrilled. As a result of their actions, it can be good

or bad depending on how they manage it. Probably, with a higher level of task

experience, sensation-seeking can also boost self-esteem and contribute to a

positive appraisal of high-risk performance in environments such as in school

(Frenkel et al., 2019).

II. Distractions

Distraction is defined as anything that diverts attention from a primary task

or goal. Sometimes it can be difficult to get down to your studies because you have

distractions to deal with, and you may find that you put off a study task. Many

students find it difficult to concentrate, which prevents them from getting the most

out of their study sessions (Dillon, 2020). As a result, they frequently find

themselves rushing at the last minute to finish their assignments.

 26

A. Social Media

One of the main reasons why students put off doing their work is

distractions. The internet, which is still one of man's greatest inventions, has also

turned into one of the major sources of distraction. Social media affects every

aspect of our lives and frequently robs us of our valuable study time as students.

We may put off doing our schoolwork in favor of playing video games, watching

TV, or even teasing friends (Agboga, 2023). As four of the informants said:

The reason why I academically procrastinate have a lot of factors but

most likely because of social media (Informant 4, line 16).

I academically procrastinate most likely the reason for this is social

media, or rather distracted by social media (Informant 5, line 14-15).

For me kay maybe because kuan like kana bitawng akong huna huna
kay kanang murag kapoy sya always nya kanang murag feel nako
kanang ganahan nako magcellphone mao jud naay main reason
ngano jud (Informant 7, line 9-12).

Recalling from my past experience nagprocrastinate ko because sige kog

tan aw sa cellphone (Informant 8, line 10-11s).

As stated, most informants are easily distracted by social media.

Additionally, the responses suggest that students might procrastinate due to the

addiction to scrolling through their phones, which can lead to a loss of focus on

academic work. As a result, the students may end up neglecting their academic

responsibilities and spend their time on social media instead. Studies revealed that

social media addiction has impacts on students in many aspects of their lives and

endeavors. According to Tateno et. al, (2020), social media could lead to poor

feeding habits, sleepless nights, brain drain, depression, and academic failure.
 27

Thus, social media has a great impact and is considered a challenge, especially

for students.

B. Household Chores

Household chores may be the reason for academic procrastination

because, in regard to providing less free time, students who manage household

chores perform poorly academically, miss more lectures, fail more classes, and

have fewer opportunities to complete schoolwork (Apas & Ondayo, 2022). As one

of the informants said:

Usa jud sa reason nganong mo procrastinate ko kay tungod

kay daghan kayg buhatunon sa balay imbes kana nga time kay imo
na i allot sa pagskwela nya suguon pa ka sa balay so murag imo
mapasagdan imong buhatunon (Informant 9, line 10-13).

As stated by the informant, they tend to devote their time to doing household

chores instead of school work. If a student is overloaded with chores to the point

of working a significant number of hours each day then, they will have less time for

studying (Kassouf et. al, 2017). Thus, making household chores one of the

challenges a student who academically procrastinate faces.

III. Mental Health Problems

Mental health commonly encompasses emotional and social well-being that

enables people to endure the stresses of life. Some research suggests that

procrastination is closely linked to mood. People may procrastinate when stressed

or overwhelmed in the hopes that their future selves will be better equipped to
 28

tackle a certain task. For example, people who have very high-stress jobs may

often turn to procrastination as a coping strategy (Oren et al., 2019).

A. Anxiety

Anxiety is a major educational problem among students all around the

world; up to 20% of college students are anxious. Roughly similar rates were

reported by Thomas et al. (2018), who found undergraduate university students to

be highly test-anxious. Additionally, procrastination causes a decline in academic

performance, an increase in anxiety, the development of an inferiority complex,

and, ultimately, the decision to stop studying. As an informant said:

Like maghuna huna pa ka unsa imo unahon tas, ending wala kay mabuhat
sa imong lista, or sa to do list (Informant 6, line 15-16).

As stated by the informant, students' increased workloads or extracurricular

activities may cause them to become nervous. As a result, students who always

overthink things may end up having anxiety or a rapid heartbeat. Thus, anxiety has

a great effect and is considered a challenge, especially for students. A study found

that most university students suffer from anxiety, which negatively impacts their

learning through influences on working memory and leads to poor academic

achievement (Aronin et al., 2018).

IV. Task Aversion

Avoiding the task and doing something enjoyable in its place can often

improve a negative feeling connected to it. Strong evidence supports task

aversiveness's significance in inciting procrastination. According to a more

thorough analysis of the task aversiveness literature, aversive tasks are

 29

characterized by decreased task significance, boredom, anger, dissatisfaction,

and difficulty. Compared to non-procrastinators, procrastinators frequently find

basic chores in daily life to be more unpleasant. Inactivity is a likely result since

adverse circumstances frequently motivate negatively through avoidance

(Svartdal et. al, 2020). In summary, those who procrastinate tend to function in a

negative motivating system.

A. Lack of Motivation

Lack of motivation is a significant obstacle to students' learning, and without

the drive to achieve, they frequently complete the bare minimum amount of work

in the classroom. Lack of motivation can cause procrastination among students,

as it allows them to keep on delaying submitting their schoolwork. Because of the

numerous academic demands, lack of interest in academics, excessively

pampered lifestyle, lack of parental attention, and different learning environments

from school, some children find it difficult to study (Bisik, M., 2022). As an informant

said:

Siguro kay magtinapol "dugay paman ang deadline, unya nalang ko

ni buhaton" so ing ana ang mga rason nganong mag procrastinate ko
(Informant 9, line 14-16).

As stated by the informant, one of the challenges faced is lack of motivation.

Lack of motivation can lead to academic procrastination and poor academic

outcomes. Students are more likely to put off starting or completing due work when

they have a fear of failing, lack of motivation, scheduling issues, and laziness

(Sichan He, 2017). Thus, making lack of motivation a great challenge for students

who academically procrastinate.

 30

Effects caused by procrastination to grade 12 students:

V. Positive Effects

Procrastination is often seen as a negative habit, as it involves delaying

important tasks in favor of less urgent ones. However, there are some potential

positive effects of procrastination that are worth considering. One study suggests

that procrastination can lead to more creative problem-solving by allowing

individuals to set ideas and approach problems from different angles (Ballard et

al., 2017).

A. Ability to process faster

People who have the ability to process faster tend to be more efficient and

effective in completing tasks, making decisions, and solving problems. According

to a study published in the Journal Personality and Individual Differences in 2018,

procrastination can lead to more creative ideas. The study found that persons who

procrastinate lead to generate more original and creative ideas compared to those

who do not procrastinate (Kc et al., 2018). As one of the informants said:

Sometimes sa cramming maka work maayo sa imong brain, like if

you cram mas paspas nimo mabuhat, mas dali ka makakuha og ideas
na mabuhat if you cram (Informant 2, line 25-28).

As stated by the informant, cramming sometimes gives an advantage for

your brain to function well because when you cram, you tend to think about ideas

faster than you usually do. It has been shown that academic performance is

rewarded as a result of the stress that cramming causes a student (Kuan, 2019).
 31

B. Ability to prioritize

When we discuss the benefits of procrastination, we are not referring to

chronic procrastinators. Instead, we're discussing how to use procrastination

wisely when confronted with a task that necessitates a substantial degree of

creativity or strategic thought. Understanding the work and then putting it off for a

brief period of time might help you think, prioritize, and focus in these situations

(Spektor et al., 2022). As one of the informants said:

Surprisingly para nako, naka affect siya in a positive way, kay as what
I have said earlier, if mag procrastinate ko kay mas dali gani ang
process of doing the task that is needed to be fulfilled, so it saves a
lot more time (Informant 3, line 24-27).

As stated, a healthy dose of procrastination can give you time to think more

about what you have to accomplish. For many people, short-term procrastination

actually is a strategy for prioritization (Spektor et al., 2022).

VI. Negative Effects

One of the challenges that may have a negative impact on students' work

ethics and ultimately cause them to perform poorly on their assignments is

procrastination. Due to the unsatisfactory outcome of their negligence, this may

cause the students' mental integrity to be disrupted. According to The University

of Kansas (2023), procrastinating may lead to feeling anxious and guilt. It can also

develop the urge of being unproductive, lazy, and ineffectual.

 32

A. Regret

Regret is a specific emotion that occurs when a person is upset about

something they have done or failed to do in the past. Regret theory refers to human

behavior regarding the fear of regret, which stems from people anticipating regret

if they make the wrong choice (Chen, 2022). Students might feel regret if a situation

doesn't turn out as they had hoped. As two of the informants said:

Grabe siya'g stress and maka drain siya kay lage mura kag
mag-mahay pud ba kay "Hala! Ngano karon paman ko ga buhat ani”
(Informant 1, line 22-24).

Kuan para sa akoa kanang basta magprocrastinate ko kay

kana bitawng wala koy mabuhat nga mga activities sa school and
then ang ending ana is akoa na siyang mabuhat sa skwelahan ana
igka ugma and then which is murag dili jud siya maayo nga sigehon
kay murag dili healthy para nako kay murag sige nalang kog salig,
sge nalang kog kuan nga “ay naa pay ugma” (Informant 7, line 18-
24).

According to the informants, procrastinating students exhibit a clear insight

of regret toward recklessness. This is fairly typical because many students may

have experienced the same thing as a result of procrastination-related academic

stress. This shows that regret is among the negative effects of education that

students deal with the most.

B. Gone Opportunities

Missed chances or instances refer to someone who misses an opportunity,

which prevents it from being available in the future. Kawamoto (2017) states that

a person feels awful when excluded from social gatherings because humans are

social beings in nature. Because they are hung up on completing these tasks from

idleness, students may miss these opportunities. As one of the informants said:
 33

Maka-affect siya sa imohang social life kay imbes na naa kay time
na maka kuan sa imong mga amiga ana, naa raka sa imong
kaugalingon, gabuhat og works kay lage, imo man gibiyaan lang
(Informant 1, line 25-28).

According to the respondent, anything that goes according to plan is

interrupted by missed opportunities. Given how important it is for people to

occasionally take a break, this could also have an impact on the student's mental

integrity. Overworking can cause burnout, which may trigger mild migraines that,

if left untreated, can be fatal.

C. Stress

When a person's mind and body perceive a challenge or threat, they

naturally experience stress. It can have a negative impact on both mental and

physical health. Academic stress can reduce academic achievement, decrease

motivation and increase the risk of school dropout (Pascoe et al. 2019). Stress

may impair students' cognitive abilities, making it difficult for them to process

information generally. As stated by the following respondents:

My tasks are piled up then mag lisod nako og unsay unahon

kay deadlines are fast or paspas na kaayo then I have many tasks to
do (Informant 2, line 22-23).

So procrastination, it affects me in a way that my school works will

pile up so those schoolworks kay ma backlog gani. Then, tungod sa
backlog ma-pressure na noun ko og samot so ma-pressure ko ana
na daghan og buhatonon so mo lead gyud siya'g stress (Informant 5,
line 19-23).

Kuan kanang kung magsige kog procrastinate kay mastress

nako kanang mura nakog mabuang wala nako kahibalo unsay akong
unahon kay nag procrastinate naman (Informant 9, line 20-22).
 34

Kuan daghan sad syag ways na naaffect ko oi aside sa

mastress na noon ko kay sige kog balik ug huna hunaa ana “hala
kelangan na nako siya himuon” or “hala padong na deadline” nya di
gihapon nako himuon so mas maguol nako ug madisappointed kay
magset man sad kog standard na mas dapat nindot jud ako trabaho
if ever maghimo na jud ko mao na (Informant 10, line 18-24).

Stress has a significant impact on students' work pursuits because it

undermines their motivation to be productive. According to the responses, we can

conclude that stress is a major factor in the issues encountered by students. As a

result, stress may cause students to perform inadequately in their duties.

D. Academic Decline

Academic refusal is defined as a consistent and intentional refusal to

participate in academic work or activities. According to Kawsar et al., ( 2019).

Children may avoid school to cope with stress or fear for a vast number of

reasons. Students tend to be distracted by their tasks and forget to evaluate their

work, as stated by the respondents:

Academic procrastination affects me when it comes to my

performance tasks and leads me to a lower general average
(Informant 4, line 20)

Academic procrastination affects me in negative ways bitaw because

sa sige nakog duwag cellphone malimot na nako ang mga important
na buhatunon like sa mga homeworks, mga projects and ang result
ana is poor academic performance then so if poor ang academic
performance naay chance nga kuan mawagtang imong goal sa future
(Informant 8, 24-29).
 35

Isa sad sa effect kay low ang academic performance imong grado
tungod dili kaayo ingon nga nindot imong performance tungod kay
gaprocrastinate naka (Informant 9, line 23-25).

Students willfully ignore their responsibilities in order to trick their brain into

thinking there is no pressure to consider. This makes them feel more at ease and

good about themselves. This avoidance, however, can only benefit them for a

limited time because they disregard the scale of duty they have.

E. Habit-forming

A habit is a behavior pattern that is regularly repeated and tends to occur

subconsciously, without much conscious thought or effort. They are formed

through repeated practice and reinforcement and can be positive or negative. As

stated by Shatz (2023) Chronic procrastination is the long-term tendency to

postpone decisions or actions that are unnecessary. It is associated with a variety

of causes, including anxiety and fear of failure, and can result in a variety of

problems.

Feel nako if magrocrastinate ka imong habit kay maka affect sya sa

imohang future. Like madopt na nimo ang procrastination which is
really bad (Informant 6, line 29-31).

As stated by the respondent, procrastination can have long-term consequences if

it becomes habitual. Students who engage in habitual procrastination do so on a

daily basis, which can have long-term consequences for their mental health.
 36

Coping Strategies used by procrastinating grade 12 students:

VII. Self-Improvement Strategies

Self-improvement strategies refer to intentional actions or behaviors

individuals engage in to enhance their personal qualities, skills, and overall well-

being. These strategies are often geared towards fostering personal growth,

achieving goals, and improving one's life satisfaction.(Lewandowski et al., 2017)

A. Assess your delays

To improve oneself, it's important to first understand where we might be

struggling. In assessing our delays, we can identify patterns that may be hindering

our progress. "Assessment is a critical component of self-improvement, as it allows

individuals to identify areas for improvement and set goals to address them

(Lewandowski et al., 2017). As one of the informants said:

Nag self realization ko first then ako tong gi ah unsa gai tawag ani ha
kanang move on nalng gani into new methods of doing the academic
works (Informant 8, line 35yo-37).

More on nalessen lang siguro kay siguro kanang feel nako nga sige
nakog procrastinate ako nang napressure akong kaugalingon nga
kung sige kag procrastinate mugamay jhud imong grado pamaayo
nya ako ipressure akong kaugalingon nga daghan pa kay kog
buhatunon dili magprocrastinate ing ana nya usahay sad kasab-an
(Informant 9, line 30-35).

According to the informants, when individuals experience a change in their

self-concept, they may also change their behavior to align with their new self-

concept. In your case, it appears that you may have developed a stronger desire
 37

to improve your academic performance, which has led you to explore new methods

of studying (Sagar et al., 2010).

B. Increase your motivation

Motivation is a crucial element in achieving personal growth. According to

Ryan and Deci (2000), "Motivation is defined as the energy and direction of

behavior and can be increased by meeting basic psychological needs such as

autonomy, competence, and relatedness (Ryan et al., 2000). As one of the

informants said:

Meditate kay para mafocus kag maayo sa importante nga

buhatonunon kaysa kung dili importante sa imong life (Informant 8,
line 45-46).

As the informant stated, meditation is a practice that has been shown to

improve focus and attention. By clearing the mind of distractions and cultivating a

sense of inner calm, individuals can become better equipped to prioritize important

tasks and avoid getting sidetracked by unimportant distractions (Goleman D.,

2013).

C. Improve your planning

Planning is another key factor in achieving personal goals. Planning helps

individuals break down larger goals into smaller, achievable steps, which can

increase motivation and lead to a greater sense of accomplishment (Duckworth et

al., 2006). As two of the informants stated:

Kuan lang siguro, lessen-lessen gamay ang academic

procrastination, like I plan something, kung unsa ang unahon, like for
 38

example, I use the app Notion, dira nako ipamutang ang akong mga
buhatonon and unsay unang buhaton, check-check para mahuman
ana (Informant 2, line 33-38).

Lately nagkuan jud ko, nagtry jud ko ug bag o na ways nagkuan ko

ug to do list para ibutang jud nako na, nga at least 2 to 3 days before
ana akong deadline maghimo nakog start kay dili ko magkara kara
ug cramming ug kung naa pa ganhan changes kay dali pa nako
makuan kay dili pa ko mag apas sa time (Informant 10, line 27-31).

As stated, they have established a system in which they initiate working on

assignments days ahead of the due date to prevent cramming and allow for

adaptability in case of unexpected circumstances (Steel, 2007).

D. Practice time managing

Procrastination is a common issue that can hinder personal growth. One

way to combat procrastination is through effective time management. Time

management can be a valuable tool for individuals struggling with procrastination,

as it helps to prioritize tasks and create a schedule that can increase productivity

and reduce stress (Steel 2007). As three of the informants said:

Well, sa akoa karon since daghan-daghan man gyud mi og workload

sa, ang akong ginabuhat kay I try to make schedules, para ma
manage nako ang time like “Today I will be doing this work,” and kung
unsa ang priority nato (Informant 1, line 37-42).

So I usually do write all my or do a- unsa ganing tawag anang- I write

down all my activities then after writing all of it so I'll see if ever duol
na ang deadline. So more likely mag kuan ko ana, time management,
ana (Informant 5, line 29-32).

Before ko magstart sa akong day kay I set my goals. Tapos naa koy
span sa time and dapat target na time kay mahuman naka ani sa task.
Tas, feel nako usa pud kanang ipressure nimo imong kaugalingon, or
somehow challenge imong kaugalingon para maset nimo imong
goals and dili ka magprocrastinate (Informant 6, line 35-40).
 39

Example is time management. Ako jud nang gi focus ang time

management (Informant 8, line 38).

As the informants said, time management techniques are essential to

effectively manage workloads and prioritize tasks. One common technique is

creating a schedule or a to-do list, which allows individuals to see what needs to

be done and prioritize their work according to their priorities (Smith, 2021).

VIII. Preventive Strategies

Actions or methods used in advance to stop a problem from happening or

to lessen its chance or severity are known as preventive strategies. Preventive

techniques for procrastination could include things like learning effective time

management techniques, establishing clear and attainable goals, segmenting

larger chores into smaller ones, and making a calendar or strategy for how you will

complete tasks. Other preventive methods can involve minimizing distractions,

finding fun ways to complete chores, and rewarding yourself for finishing them on

time. The goal of preventive strategies is to anticipate potential problems and take

action to prevent them from occurring, rather than waiting until they become a

bigger issue (Pychyl, T. 2019).

A. Avoid Distractions

Avoiding distractions refers to the act of intentionally removing or reducing

any factors that may divert one's attention from the task at hand. This can include

physical distractions such as noise, visual stimuli, or interruptions, as well as

mental distractions such as worries or unrelated thoughts (H. Zeng et al., 2017).

As two of the informants said:

 40

Maybe kuan kana bitawng practice ko ug self discipline like kanang

practison nako pag disiplina sa akong kaugalingon nga mao ni akong
goals karon di ko dapat magcellphone or like magbuhat ug laing
butang nga dili related sa akong academics (Informant 7, line 27-30).

Icontrol na nako akong kaugalingon by kanang dili na mag

cellphone, limit na ang pag cellphone dili na sig tiktok kay masamok,
samok sa akong lifestyle (Informant 8, line 41-43).

As the informants said, the majority of the informants are addicted to social

media and devices and lack the time to complete their tasks, especially schoolwork.

The topic of social media addiction has received more attention in recent years.

Kuss, (D. J., & Griffiths, M. D. 2017), The ability to discipline oneself is a helpful

method for avoiding media addiction and the procrastination it causes.

B. Commit to schoolworks

Committing to schoolworks means dedicating oneself to completing

schoolwork and academic tasks to the best of one's ability. Academic success

depends on your commitment to your studies. This means making a timetable and

following it, using your time wisely, and being focused and motivated. It entails

deciding on a goal, coming up with a plan, and constantly pursuing it (Edugyan, M.

2017). As two of the informants said:

So there are many ways to overcome academic procrastination so for

me, I overcome academic procrastination by setting my mind in
working (Informant 5, line 26-28).

If naa gai ipabuhat ang mga teachers na work, ako jud na buhaton
dayon then para ig deadline dili na nako problema (Informant 8, line
39-40).
 41

As the informants said, setting your mind to work is a great way to overcome

academic procrastination. By focusing your attention and energy on the task at

hand, you can eliminate distractions and increase your productivity. Additionally,

setting specific and achievable goals can help you stay motivated and on track.

People who break down larger tasks into smaller, more manageable ones are

more likely to overcome procrastination than those who try to tackle the entire task

at once (Pychyl, T. 2019).

IX. Acceptance

It's important to learn to accept academic procrastination as a natural and

normal response to the pressures of academia. By accepting this, students can

focus on their own progress and growth, rather than feeling guilty about their

procrastinating tendencies (Frederick, 2021).

A. Embracing

While procrastination can have negative effects on academic

performance, some students have found that embracing it can help them

manage their workloads better and increase their productivity (Newsonen, 2015).

As one of the informants said:

I actually dont want to overcome academic procrastination but rather

embrace it kay para nako lang, mas dali gyud siya, if mag procrastinate ka
in a given task kay mas dali ang time and efficient siya (Informant 3, line 37-
40).
 42

As stated, some students embrace academic procrastination because

according to them it is easier and more efficient. A study cited by Sweitzer (1999),

showed that most students have embraced procrastination and used it to their

advantage. By allowing themselves to take the time they need to complete their

work, students can avoid feeling rushed and can focus on producing a high-quality

work.
 43

CHAPTER 3

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter provides a summary of the data examined in the preceding

chapter. It also addresses the study's overall problem by drawing conclusions

based on the findings. It is then followed by the researcher's suggestions based

on the findings.

Summary of Findings

Based on the findings of the current study, the researchers discovered the

causes of procrastination experienced by Grade 12 students at the University of

Cebu Main, as well as their impacts and coping mechanisms. The findings are as

follows:

Causes of procrastination by grade 12 students. Students in Grade 12

who procrastinated faced difficulties like poor time management, diversions,

mental health issues, and a lack of desire. According to the informants, the

students utilized their freedom of choice to pursue procrastination because they

sought out sensational levels and felt remorse afterward, wishing they hadn't. The

grade 12 students also reported procrastinating on academic activities while being

aware of the negative effects because they inadvertently believed it would be

simple. Lastly, the majority of students went through habit formation, where the
 44

grade 12 students procrastinated so repeatedly that it developed into a hard-to-

break habit.

Effects of procrastination on grade 12 students. Procrastination has

had both beneficial and negative implications on the grade 12 students. According

to the informants, procrastination benefits students by allowing them to prioritize

assignments and process knowledge more rapidly than they would otherwise.

Another source said that it saves them time. However, the informants also indicate

that procrastination has a negative influence on them since it produces tension

and makes it harder for them to think properly. Low grades are another

repercussion of procrastination, which leads to academic failure. It also hinders

you from taking advantage of possibilities such as socializing.

Coping strategies used by the grade 12 students. By creating a

schedule and submitting it just before the deadline, the informants exercise time

management to help the students understand their priorities. Additionally, to

gradually reduce their workloads, the students tried to improve their planning by

creating lists or using apps. Some of the Grade 12 students also tried to increase

their motivation by practicing meditation and strengthening their commitment.

Others worked on avoiding distractions and evaluating the students delay in order

to identify the patterns that were impeding their progress.

 45

Conclusion

Based on the findings, the researchers found that the grade 12 students'

academic performance was affected in both positive and negative ways by the

academic procrastination they experienced. This explains why the majority of the

informants are distressed by their poor academic performance, and only a few of

them are delighted with their grades. The positive effects include students' ability

to prioritize and process ideas faster. However, negative effects include stress,

academic failure, difficulty thinking, and a lack of time to spend with others. As a

result, the informants' academic procrastination had different effects on their health

status and academic achievement. Nevertheless, the informants were able to

create their own coping mechanisms, including time management, avoiding

distractions, and assessing delays.

 46

Recommendations

Based on the findings and conclusion, the researchers would like to

recommend the following:

1. Grade 12 Students should practice managing their time properly since it

inspires them to begin and maintain a continuous workflow. This allows individuals

to avoid feeling overwhelmed and to plan their goals in order to stay on track to

complete their obligations, thus removing the implications of procrastination.

2. School administrators should enhance student mental health awareness

by listening to their feedback on academic challenges, giving seminars, and

creating proposals to reduce the influence of procrastination.

3. Teachers should be students' companions, guiding them through their

studies. They may also foster a pleasant environment in which students feel less

pressure to excel in a specific subject, minimizing the impact of procrastination.

4. Parents should help their children who experience procrastination, in their

current situation. Opening out to them or assisting them will help alleviate their

exhaustion from academic stress, ultimately improving their performance.

5. Future researchers may use this paper as a foundation for further

research on students' lived experiences with procrastination and academic

performance. They may also employ a larger sample size to effectively justify the

obtained data.
 47

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 57

APPENDIX D

SAMPLING CODING TABLE

Title of the study: LIVED EXPERIENCES OF GRADE 12 SENIOR HIGH

SCHOOL STUDENTS TOWARDS ACADEMIC PROCRASTINATION
IN UNIVERSITY OF CEBU

Informant 1
Line Statements Subthemes
No.
1 R: Hi po we are here to conduct our study, is it okay po
2 ba na ma interview ka?
3 K1: Yes
4 R: Unsa inyong preferred addressed as, ate, or
5 Name mo?
6 K1: Ate
7 R: Unsa inyong preferred language used?
8 English or Bisaya?
9 K1: Pwede isagol lang?
10 R: Isagol lang both? Sige
11 R: Question number 1, what are the reasons you
12 academically procrastinate? Unsay mga rason ngano
C 13 Mo academically procrastinate ka?
A 14 K1: Personally, magprocrastinate ko because
U 15 sometimes magsalig ko ba na dugay pa ang deadline Sensation
Seeking
S 16 and then uh mag-agad ko ana.
E 17 Once ma feel na nako, diha nako magkara-kara,
 58

S 18 ana-ana kay lage taas paman kaayog time then mao to

19 magprocrastinate nako.
20 R: Question number 2,
21 in what ways does academic procrastination affect you?
E 22 Sa unsang pamaagi naka affect ang academic
F 23 procrastination nimo?
F 24 K1: Uh feel nako maka-affect siya, makapasaka siya sa
E 25 stress, like grabe siya'g stress and maka drain siya kay
C 26 lage mura kag mag-mahay pud ba ka Regret
T 27 "Hala! Ngano karon paman ko ga buhat ani," ana.
S 28 Then, kuan pud siya maka-affect pud siya sa imohang
29 social life, kay imbes na naa kay time na maka kuan ka Gone
Opportunities
30 sa imong mga amiga ana, naa raka sa imong
31 kaugalingon, gabuhat og works kay lage, imo man

32 gibiyaan lang

C 33 R: Ate, how do you overcome academic procrastination?

O 34 Gi-unsa nimo pag overcome ang academic
P 35 procrastination?
I 36 K1: Well, sa akoa karon since daghan-daghan man
N 37 gyud mi og workload sa, ang akong ginabuhat kay I try to
G 38 make schedules, para ma manage nako ang time like Practice Time
Managing
39 “Today I will be doing this work,” and kung unsa ang
S 40 priority nato so I believe mao na ang best way to
T 41 overcome academic procrastination.
R 42 R: Thank you!
A
T
 59

E
G
I
E
S

Informant 2
Line Statements Subthemes
No.
1 R: Good morning, we are here to conduct our study,
2 is it okay for us to interview you?
3 K2: Yes
4 R: Unsa imong preferred addressed as, like unsa among
5 itawag nimo?
6 K2: Ate lang
7 R: Unsa inyong preferred language used?
8 English or Bisaya?
9 K2: Isagol lang
10 R: Ate, what are the reasons you academically
11 procrastinate? Unsay mga rason ngano mo academically
C 12 procrastinate ka?
A 13 K2: Well actually, daghan og reasons ngano nag
U 14 academic procrastinate, first is when ang deadline
S 15 is taas-taas pa gani, there's much given time for me to Sensation
Seeking
E 16 finish the task so I procrastinate, I do the task like 2 to 3
S 17 days before the deadline and also when laziness occurs,
 60

18 when you're tired also. So mao na mag academic

19 procrastinate, unya-unyaon na lang.
20 R: So sa number 2, in what ways does academic
21 procrastination affect you? Sa unsang pamaagi
22 naka affect ang academic procrastination nimo?
23 K2: Well I actually have negative and positive effects of
E 24 academic procrastination. Sa negative effects,
F 25 my tasks are piled up then mag lisod nako og unsay
F 26 unahon kay deadlines are fast or paspas na kaayo. Then Stress
E 27 I have many tasks to do thats the negative effects.
C 28 Sa positive effects, cramming, you know cramming right?
T 29 Sometimes sa cramming maka work maayo sa imong Ability to
S process
30 brain, like if you cram mas paspas nimo mabuhat, mas faster
31 dali ka makakuha og ideas na mabuhat if you cram.

32 Mao na positive and negative effects.

33 R: Number 3, how do you overcome academic
C 34 procrastination? Gi-unsa nimo pag overcome ang
academic procrastination?
O 35 K2: Um, I actually didn't overcome academic
P
36 procrastination kay naa man gyud na sa usa ka tao, kuan
I
37 lang siguro, lessen-lessen gamay ang academic
N
38 procrastination, like I plan something, kung unsa ang Improve your
G planning
39 unahon, like for example, I use the app Notion, dira nako
40 ipamutang ang akong mga buhatonon and unsay unang
S
T 41 buhaton, check-check para mahuman, ana.
R
A
42 R: Thank you ate sa interview.
T
 61

E
G
I
E
S

Informant 3
Line Statements Subthemes
No.
1 R: Good morning, we are here to conduct our study,
2 is it okay for us to interview you?
3 K3: Yes
4 R: Unsa imong preferred addressed as, like unsa among
5 itawag nimo?
6 K3: Kuya lang
7 R: Unsa inyong preferred language used?
C 8 English or Bisaya?
A 9 K3: Both lang
U 10 R: Sige,
S 11 what are the reasons you academically procrastinate?
E 12 Unsay mga rason ngano mo academically
S 13 procrastinate ka?
14 K3: For me, one of the biggest reasons why I
15 academically procrastinate is kuan lazy lang ko,
16 and I often do it purposely because it gives me thrill gani,
17 and whenever I do it, for example, when we are given a
18 task like to do an essay, then I usually procrastinate kay Sensation
 62

19 inig ka kanang hapit na deadline kay it gives me burst of Seeking

20 ideas gani, what to put in an essay and it saves more time
21 than to do it whole na time sa deadline.
22 So yeah, mao na, mag procrastinate ko kay it is efficient

23 for me

24 R: Number 2,
25 in what ways does academic procrastination affect you?
26 Sa unsang pamaagi naka affect ang academic
E 27 procrastination nimo?
F 28 K3: Surprisingly para nako, naka affect siya in a positive
F 29 way kay as what I have said earlier, if mag procrastinate
E 30 ko kay mas dali gani ang process of doing the task that Ability to
prioritize
C
31 is needed to be fulfilled, so it saves alot more time,
T
32 although, o naa siyay factor na kanang kulba siya or
S
33 kanang ma stressed sad ka, pero kanang the stress and
34 the kulba is worth it ra kung mag procrastinate ko, for me
35 ha from my experience, and kanang surprisingly sad it
36 does not affect my standing in class, I am still at the top
37 of my class.
38 R: Number 3, how do you overcome academic
C 39 procrastination? Gi-unsa nimo pag overcome ang
O 40 academic procrastination?
P 41 K3: Um since for me, positive raman ang effects sa
I 42 academic procrastination nako regardless kung ma
N 43 stress ko usahay pero positive raman siya overall. I
G 44 actually dont want to overcome academic procrastination
 63

45 but rather embrace it kay para nako lang, Dali ang time
S
T 46 and efficient siya. So yeah, dili nako i-overcome, Embracing
R
A
47 but rather embrace academic procrastination.
T
E
G
I
48 R: Thank you kuya!
E
S

Informant 4
Line Statements Subthemes
No.
1 R: Hi good morning, we are here to conduct our study.
2 Is it okay raba na ma interview ka namo?
3 K4: Yes, okay lang
4 R: Unsa imong preferred addressed as like unsa
5 among itawag nimo? Ate?
6 K4: Cha lang
7 R: Cha? So, Unsa inyong preferred language used?
8 English or Bisaya?
9 K4: Both
10 R: Number 1, what are the reasons you academically
C
11 procrastinate? Unsay mga rason ngano mo
A
 64

U 12 academically procrastinate ka?

S
E 13 K4: The reason why I academically procrastinate have a
lot of
S Social Media
14 factors but most likely because of social media.
15 R: Number 2, in what ways does academic

E 16 procrastination affect you? Sa unsang pamaagi naka

F 17 affect ang academic procrastination nimo?

F 18 K4: Academic procrastination affects me when it comes
E Academic
C 19 to my performance tasks and leads me to lower general Decline

T
S
20 average.
21 R: Number 3, how do you overcome academic
C 22 procrastination? Gi-unsa nimo pag overcome ang
O
P
I
N
G
 65

S 23 academic procrastination, Cha?

T
R
A
T
E
G
I 24 K4: Just focus on what I am doing and set aside my
E
S 25 gadgets.

26 R: So thank you sa interview!

Informant 5
Line Statements Subthemes
No.
1 R: Hi good morning, we are here to conduct our study.
2 Is it okay raba na ma interview ka namo?
3 K5: Yes
4 R: Unsa imong preferred addressed as like unsa among
5 itawag nimo?
6 K5: You can call me Akim
7 R: Unsa inyong preferred language used?
8 English or Bisaya?
 66

9 K5: Both lang

10 R: Number 1, what are the reasons you academically
C 11 procrastinate? Unsay mga rason ngano mo academically
A 12 procrastinate ka?
U 13 K5: Um most likely the reasons I academically
S 14 procrastinate are personal factors such as myself
E 15 wherein I don't have any motivation to do work and most Social
S 16 likely the reason for this is social media, or rather Media
17 distracted by social media.
18 R: Number 2, in what ways does academic
19 procrastination affect you? Sa unsang pamaagi naka
E
20 affect ang academic procrastination nimo?
F
21 K5: So procrastination, it affects me in a way that my
F
22 school works will pile up so those schoolworks kay ma
E
23 backlog gani. Then, tungod sa backlog ma-pressure na Stress
C
24 noun ko og samot so ma-pressure ko ana na daghan og
T
25 buhatonon so mo lead gyud siya'g stress.
S
26 R: Number 3, how do you overcome academic
C 27 procrastination? Gi-unsa nimo pag overcome ang
O 28 academic procrastination?
P 29 K5: So there are many ways to overcome academic
I 30 procrastination so for me, I overcome academic Commit to
schoolworks
N 31 procrastination by setting my mind in working
G
32 so I usually do write all my or do a- unsa ganing

33 tawag anang- I write down all my activities then after

S
34 writing all of it so I'll see if ever duol na ang deadline.
 67

T 35 So more likely mag kuan ko ana, time management, ana. Practice time
managing
R
36 So mao rato for academic procrastination kanang
A
T
37 overcome.
E
G
I 38 R: Thank you sa interview!
E
S

Informant 6
Line Statements Subthemes
No.
1 R: Hi ate good day, kanang okay ra ba nimo
2 nga i interview ka namo? Available ra ka?
3 K6: Yes yes
4 R: Unsa man ang imong prefer i tawag sa imoha?
5 K6: Kuan Toneth
6 R: Unsa pud imo prefer na language?
7 English, Bisaya, or both?
8 K6: Ok ra both
9 R: Toneth sa first question, what are the reasons you
10 academically procrastinate? Unsay mga reasons
11 nganong nagprocrastinate ka?
12 K6: First, too much pressure siguro or inability sa pag
C 13 mamanage sa time if daghan kagykag huna hunaon or
 68

A 14 daghan kaykag buhatunon. Usa siya ka factor nga

U 15 magprocrastinate. Like maghuna huna pa ka unsa imo
S 16 unahon tas, ending wala kay mabuhat sa imong lista, or Anxiety
E 17 sa to do list. So mao na say usa sa reasons.
S
18 Second siguro, kay by choice. Like pilion nimo mag
19 procrastinate by choice, or para pleasure I think, or Sensation
20 challenge pud siya sa usa ka student Seeking

21 if magprocrastinate sa akong point of view ha.

22 R: Number 2, In what ways does academic
23 Procrastination affect you? Unsay ways nga kuan
E 24 nakaaffect nimo ang academic procrastination?
F 25 K6: First, is ah negative jud ang kuan sa akoang side,
F 26 negative jud iyahang effect kay wala kay mahuman sa
E 27 imong buhatunon unta. Like naa kay deadline but wala
C 28 kay nameet ana nga project or task.
T 29 Tapos, feel nako if magrocrastinate ka imong habit kay
S Habit-forming
30 maka affect sya sa imohang future. Like madopt na nimo

31 ang procrastination which is really bad.

32 R: Number 3, How do you overcome academic
C 33 procrastination? Giunsa nimo paglampos aning
O 34 academic procrastination?
P 35 K6: Sa akoang point of view, para dili ko atakehon jud ug
I 36 procrastination kay, before ko magstart sa akong day kay
N 37 i set my goals. Tapos naa koy span sa time and dapat
G 38 target na time kay mahuman naka ani sa task. Tas, feel
39 nako usa pud kanang ipressure nimo imong kaugalingon,
 69

S 40 or somehow challenge imong kaugalingon para maset Practice time

managing
T
R 41 nimo imong goals and dili ka magprocrastinate.
A
T 42 R: Thank you te sa pag painterview.
E
G
I
E
S

Informant 7
Line Statements Subthemes
No.
1 R: Hi ate good day, available raka para sa pag interview
2 K7: Yes, available rako
3 R: Unsa man imo prefer na i address ate?
4 K7: Kuan, Biane lang.
5 R: Unsay prefer nimo nga language, Bisaya?
6 K7: Bisaya lang
7 R: So number 1 question, what are the reasons you
8 Academically procrastinate? Unsay mga reasons
C 9 nganong nagprocrastinate ka?
A 10 K7: For me ka maybe because kuan like
U 11 kana bitawng akong huna huna kay kana sya always Social
S 12 nya kanang murag feel nako kanang ganahan nako Media
E 13 magcellphone mao jud naay main reason ngano
 70

S 14 jud. Magprocrastinate ko
15 kay murag gikuan nako akong self sa buhatunon

16 kay kapoy jud lagi siya pero I know na dili jud siya maayo

17 R: Number 2, In what ways does academic

18 procrastination affect you? Unsay ways nga kuan
E 19 nakaaffect nimo ang academic procrastination?
F 20 K7: Kuan para sa akoa kanang basta magprocrastinate
F 21 ko kay kana bitawng wala koy mabuhat nga mga
E 22 activities sa school and then ang ending ana is akoa na
C 23 siyang mabuhat sa skwelahan ana igka ugma and then Regret
T 24 which is murag dili jud siya maayo nga sigehon kay
S 25 murag dili healthy para nako, kay murag sige nalang kog
26 salig, sge nalang kog kuan nga “ay naa pay ugma”
27 R: Number 3, How do you overcome academic
C 28 procrastination? Giunsa nimo paglampos aning
O 29 academic procrastination?
P 30 K7: maybe kuan kana bitawng practice ko ug seld
I 31 discipline like kanang practison nako pag disilpina sa Avoid
Distractions
N 32 akong kaugalingon nga mao ni akong goals karon di ko
G 33 dapat magcellphone or like magbuhat ug laing butang

34 nga dili related sa akong academics.

S
35 R: Thank you te sa pagpa interview.
T
R
A 36 K7: You’re welcome
T
 71

E
G
I
E
S

Informant 8
Line Statements Subthemes
No.
1 R: Hi good day kuya, kanang available raka sa pag
2 interview namo?
3 K8: Yes yes
4 R: Unsa man imo prefer na itawag nimo?
5 K8: Ken lang
6 R: Unsay prefer nimo nga language?
7 K8: Both lang
8 R: number 1 question, what are the reasons you
9 Academically procrastinate? Unsay mga reasons
10 nganong nagprocrastinate ka?
11 K8: Recalling from my past experience nagprocrastinate
12 ko because sige kog tan aw sa cellphone Social Media
13 then usa pa kanang naa gai buhaton nya
14 daghan na kaykog buhaton then mukuan sa akong Sensation
C 15 self na “ah kaya ra nako na, kaya ra ko na unya" Seeking
A
U 16 "ako na buhaton unya” pero magcellphone ko nya tan aw
S 17 tan aw pa hangtud abi nako na 10 minutes ra na, naabot
 72

E 18 nag mga hours man pag tan aw sa cellphone so pag tan

S 19 Aw nakos mga buhatunon mao na nataranta na noon ko

20 So nag cramming nalng ko atong panahuna then mao to

21 murag ma affect jud siya sa akong performance.
22 R: Number 2, In what ways does academic
23 procrastination affect you? Unsay ways nga kuan
E 24 nakaaffect nimo ang academic procrastination?
F 25 K8: Academic procrastination affects me in negative
F 26 ways bitaw because sa sige nakog duwag cellphone
E 27 malimot na nako ang mga important na buhatunon like Academic
C 28 sa mga homeworks, mga projects and ang result ana is Decline
T 29 poor academic performance then so if poor ang
S 30 academic performance naay chance nga kuan
31 mawagtang imong goal sa future
32 mao to nga it negatively affect sa akoang performance.

33 R: Number 3, How do you overcome academic

34 procrastination? Giunsa nimo paglampos aning
35 academic procrastination?
36 K8: First katong narealize nako nga negative jud diay ni
C 37 ang effects sa procrastionation nag self-realization ko.
O 38 nag self-realization ko first then ako tong gi ah- unsa gai
P 39 tawag ani ah kanang move on nalang gani into new Assess your
I delays
40 methods of doing the academic works.
N 41 For example, is time management ako jud nang gi focus Practice Time
G Management
42 ang time management.
43 For example, if naa gai ipabuhat ang mga teachers
 73

S 44 nawork, ako jud na buhaton dayon then para ig deadline Commit to

schoolworks
T
45 dili na nako problema.
R
A 46 Second is i control na nako akong kaugalingon by kanang

T 47 dili na mag cellphone, limit na ang pag cellphone dili na Avoid

Distractions
E 48 sig tiktok kay masamok, samok sa akong lifestyle.

G 49 Number 3 is to meditate.

I 50 meditate kay para mafocus kaag maayo sa sa importante Increase your

motivation
E 51 nga buhatonunon kaysa kung dili importante sa imong

S 52 life, so mao to,mao ang 3 ways na akong gibuhat para

53 maovercome akong procrastination.

54 R: Thank you kaayo kuya

Informant 9
Line Statements Subthemes
No.
1 R: Hi good day kuya, kanang available raka sa pag
2 interview nimo free time ra nimo?
3 K9: Free raman
4 R: Unsa man imo prefer na akong itawag nimo kuya?
5 K9: Angelo
6 R: Unsa imo prefer na language? English, Bisaya?

7 K9: Both lang

8 R: number 1 question, what are the reasons you
 74

9 Academically procrastinate? Unsay mga reasons

C 10 nganong nagprocrastinate ka?
A 11 K9: Usa jud sa reason nganong mo procrastinate ko kay
U 12 tungod kay daghan kayg buhatunon sa balay Household
S 13 imbes kana nga time kay imo na i allot sa pagskwela nya Chores
E 14 suguon pa ka sa balay so murag imo mapasagdan imong
S 15 buhatunon
16 nya ang ikaduha nga reason siguro kay magtinapol
17 “ay dugay paman ang deadline, unya nalng nako Lack of
Motivation
18 buhaton” so ing ana ang mga rason nganong mag
19 procrastinate ko
20 R: Number 2 Angelo, In what ways does academic
E 21 affect you? Unsay ways nga kuan nakaaffect nimo ang
F 22 procrastiation academic procrastination?
F 23 K9: Kuan kanang kung magsige kog procrastinate kay
E 24 mastress nako kanang mura nakog mabuang wala nako Stress
C 25 kahibalo unsay akong unahon kay nag procrastinate
T 26 naman.
S 27 Isa sad sa effect kay low ang academic performance
28 imong grado tungod dili kaayo ingon nga nindot imong Academic
Decline
29 performance tungod kay gaprocrastinate naka.
30 R: Number 3, How do you overcome academic
C 31 procrastination? Giunsa nimo paglampos aning
O 32 academic procrastination?
P 33 K9: So honestly kanang wala jud nako totally
I 34 naovercome ang academic procrastination,
N 35 so more on nalessen lang siguro kay siguro kanang feel
 75

G 36 nako nga sige nakog procrastinate ako nang napressure

37 akong kaugalingon nga kung sige kag procrastinate
S 38 mugamay jud imong grado pamaayo nya ako ipressure Assess your
delays
T 39 akong kaugalingon nga daghan pa kay kog buhatunon
R 40 dili magprocrastinate ing ana nya usahay sad kasab-an.
A 41 R: Thank you kaayo sa pagpa interview kuya
T
E
G
I
E
S

Informant 10
Line Statements Subthemes
No.
1 R: Hi good day te, free time ra ninyo karon te?
2 kanang okay ra ba nimo i interview ka namo?
3 K10: Unsa man about inyong interview
4 R: kanang all about procrastination, academic
5 procrastination
6 K10: okay sge
7 R: Unsa man imo prefer na akong itawag nimo?
8 K10: Barbie, ate Barbie
9 R: Unsa imo prefer na language?
10 English, Bisaya or both lang?
11 K10: Both lang
 76

12 R: Ate Barbie, what are the reasons you academically

C 13 procrastinate? Unsay mga reasons nganong
A 14 nagprocrastinate ka?
U 15 K10: Para nako tungod kay feel nako mabuhat ra gihapon
S
16 nako kay mas mapressured man ko tungod sa deadline
E
17 instead sa taas kay na time nga gihatag ara pa ko
S
18 Maghimo.

19 R: Number 2, In what ways does academic

20 procrastination affect you? Unsay ways nga kuan
21 nakaaffect nimo ang academic procrastination?
E
22 K10: kuan daghan sad syag ways na naaffect ko oi aside
F
23 sa mastress na noon ko kay sige kog balik ug huna
F
24 hunaa ana “hala kelangan na nako siya himuon”
E
25 or “hala padong na deadline” Stress
C
26 nya di gihapon nako himuon so mas maguol nako ug
T
27 madisappointed kay magset man sad kog standard na
S
28 mas dapat nindot jud ako trabaho if ever maghimo na jud

29 ko mao na.
30 R: Ate Barbie, How do you overcome academic
C 31 procrastination? Giunsa nimo paglampos aning
O 32 academic procrastination?
P 33 K10: Lately nagkuan jud ko, nagtry jud ko ug bag o na
I 34 ways nagkuan ko ug to do list para ibutang jud nako
N 35 na, nga at least 2 to 3 days before ana akong deadline
G 36 maghimo nakog start kay dili ko magkara kara ug cramming
 77

37 ug kung naa pa ganahan changes kay dali pa nako Improve your

planning
S
38 makuan kay dili pa ko mag apas sa time.
T
39 So far kana pa akon gitry para mucope sa akong
R
40 procrastination.
A
T 41 R: Thank you kaayo sa pagpa interview sa free time nimo

E 42 ate

G 43 K10: Thank you sad

I
E
S
 78

APPENDIX E
LOCATION MAP
 79

CURRICULUM VITAE

PERSONAL BACKGROUND
Name : Raczer B. Condes
Home Address : 456-1 A V.Rama, Guadalupe, Cebu City
Birthday : February 23, 2006
Religion : Roman Catholic
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu - Pri
J. Alcantara St., Cebu City
Junior High School
Medellin National Science and Technolgy- Highschool Department
Poblacion, Medellin, Cebu
Elementary Education
Medellin National Science and Technology Elementary School
Poblacion, Medellin, Cebu
 80

PERSONAL BACKGROUND
Name : Arizza Leah B. Aberion
Home Address : R. Duterte St., Sitio Kawayan, Banawa, Cebu City
Birthday : January 9, 2006
Religion : Roman Catholic
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu - Pri
J. Alcantara St., Cebu City
Junior High School
Abellana National School -
Osmeña Blvd., Cebu City
Elementary Education
City Central School
Osmeña Blvd., Cebu City
 81

PERSONAL BACKGROUND
Name : John Emmanuel M. Alonzo
Home Address : Villa Feliza Tungkil Minglanilla Cebu
Birthday : December 11, 2004
Religion : Roman Catholic
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu - Pri
J. Alcantara St., Cebu City
Junior High School
University of Cebu – Main Campus
Sanciangko St., Cebu City
Elementary Education
Maranatha Christian Academy Inc. of Cebu
Corner P. Borgos and V. Gullas St.,Cebu Philippines
 82

PERSONAL BACKGROUND
Name : Niño Anthony R. Amad
Home Address : Lower Santo Niño Inayawan Cebu City
Birthday : January 11, 2006
Religion : Roman Catholic
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu - Pri
J. Alcantara St., Cebu City
Junior High School
Pardo National High School
Poblacion, Gabuya St., Cebu City, 6000 Cebu
Elementary Education
Inayawan Elementary School
F. Jaca St., Cebu City, Cebu
 83

PERSONAL BACKGROUND
Name : Rendyll Dagondon
Home Address : Gregorio Oyong, Maguikay Mandaue City
Birthday : April 17, 2006
Religion : Born Again
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu - Pri
J. Alcantara St., Cebu City
Junior High School
Opol National Secondary Technical School
Taboc, Opol Misamis Oriental
Elementary Education
Opol Central School
Poblacion, Opol Misamis Oriental
 84

PERSONAL BACKGROUND
Name : James Aaron Dela Victoria
Home Address : 607D Villagonzalo St., Cebu City
Birthday : May 20, 2006
Religion : Roman Catholic
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu - Pri
J. Alcantara St., Cebu City
Junior High School
Tejero National Highschool
M. J Cuenco St., Cebu City
Elementary Education
Tejero National Highschool
M. J Cuenco St., Cebu City
 85

PERSONAL BACKGROUND
Name : Jonamae B. Jumao-as
Home Address : 113B V. Rama Avenue, Guadalupe, Cebu City
Birthday : September 27, 2006
Religion : Roman Catholic
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu - Pri
J. Alcantara St., Cebu City
Junior High School
University of Cebu – Main Campus
Sanciangko St., Cebu City
Elementary Education
Guadalupe Elementary School
V. Rama Avenue, Guadalupe, Cebu City, Cebu
 86

PERSONAL BACKGROUND
Name : Sherie Ann T. Sambrana
Home Address : B. Rodriguez St., Cebu City
Birthday : May 31, 2006
Religion : Seventh-day Adventist
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu - Pri
J. Alcantara St., Cebu City
Junior High School
Franciscan College of Immaculate Conception
Baybay, Leyte
Elementary Education
Baybay Adventist Elementary School
Baybay City, Leyte
 87

PERSONAL BACKGROUND
Name : Dezetto M. Villanueva
Home Address : Melon St., V&G Subd. Tacloban City, Leyte
Birthday : June 19, 2006
Religion : Roman Catholic
Civil Status : Single

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu - Pri
J. Alcantara St., Cebu City
Junior High School
Eastern Visayas State University- Main Campus
Tacloban City
Elementary Education
St. Therese Christian Development Center Foundation Incorporated
Abucay, Tacloban City
88