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Chapter 4

This chapter analyzed data from a study of 20 Grade 12 STEM students on procrastination and academic performance. Most respondents were female and 17 years old. A majority (45%) often procrastinated, and perceived it as a negative habit. Lack of motivation was the top cause of procrastination. While most students prioritized schoolwork and accomplished tasks on time, 40-50% received lower grades due to procrastination. The findings suggest procrastination negatively impacts academic performance.

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Anne Mariel
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746 views

Chapter 4

This chapter analyzed data from a study of 20 Grade 12 STEM students on procrastination and academic performance. Most respondents were female and 17 years old. A majority (45%) often procrastinated, and perceived it as a negative habit. Lack of motivation was the top cause of procrastination. While most students prioritized schoolwork and accomplished tasks on time, 40-50% received lower grades due to procrastination. The findings suggest procrastination negatively impacts academic performance.

Uploaded by

Anne Mariel
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Chapter 4

Discussion of Findings

This chapter has overseen the presentation, analysis, and interpretation of data gathered by the

researcher. The study aims to determine the effects of procrastination on the academic

performance of the Grade 12 STEM students in Virgen Milagrosa University Senior High

School. The present data were studied to answer the questions communicated in the statement of

the problem. The analytical procedures are arranged according to the sequence of specific

questions.

Demographic Profile: ( N=20)


Figure 1: Gender

Out of the 20 respondents, the majority are females with a frequency of 15 or 75% if expressed

in percentage. The remaining were males with the frequency of 5 or 25% if expressed in

percentage.
Figure 1.1: Age

It is shown that the majority of the responders were aged 17 with the frequency of 11 or 55% if

shown in percentage. The remaining were aged 18 with the frequency of 9 or 45% if shown in

percentage.
Figure 2: Students’ level of Procrastination

The level of procrastination of students was classified into four:

Never Procrastinate - 1

Sometimes Procrastinate - 2

Often Procrastinate - 3

Always Procrastinate - 4

The graph shows that majority of the students are in the bracket who often procrastinate with the

frequency of 9 or 45% if shown in percentage. In addition, some students are in the bracket who

sometimes procrastinate with the frequency of 6 or 30% if shown in percentage, others are in the

bracket of who always procrastinates with the frequency of 4 or 20% if shown in percentage and
the rest is in the bracket of who never procrastinate with the frequency of 1 or 5% if shown in

percentage. Therefore, this concludes that students are of themselves that they procrastinate.

Figure 3: Students Perception of Procrastination

The graph above shows that the students highest characteristic perception of procrastination is

Negative Habit with the frequency of 8 out 20 students, followed by Stress Reliever with the

frequency of 4 out of 20 students and the lowest characteristic perception of procrastination is

Natural Mindset with the frequency of 1 out of 20 students. This concludes that students perceive

their procrastination as a negative habit more than a stress reliever and natural mindset.
Figure 4: Students’ cause of Procrastination

The graph above showed that lack of motivation scored the highest in determining the cause of

students procrastination with the frequency of 15 out of 20 students, followed by fear to fail with

the frequency of 9 out of 20 students, together with laziness and prioritizing less important things

that both have the frequency of 7 out of 20 students and the cause that scored the lowest is Not

interested in the given task with the frequency of 6 out of 20 students. According to the Temporal

Motivation Theory (TMT), motivation is both external and internal factors that cause desire and

energy in people to attain a certain goal. This simply means that students tend to become

motivated and/or unmotivated with their academic task/s because the level of their expectancy is

either high or low. If they have an interest in the given task the results might show that they don’t
procrastinate, but the graph above showed that students are uninterested in the given task, so they

procrastinate. Overall, this concludes that TMT was right about motivation as a factor that

affects the academic procrastination of the students.

Figure 5: Is doing your requirements/school works your priority?

The graph above shows that 16 out of 20 students or 80% if shown in percentage prioritize their

requirements/school works while the remaining 20% or 4 students are neutral about it. This

means that students prioritize their requirements/school works. According to Steel (2007), tasks
that are considered to be difficult and challenging and do not provide instant rewards tend to be

delayed and avoided.

Figure 6: Are you most likely to do something else when doing a task?

The graph above shows that majority of students 45% or 9 students are neutral in terms of doing

something else when working on a task. And 40% or 8 students tend to do something else when

working on a task and the remaining students 15% or 3 students prioritize their tasks more than

doing something else. A number of recent studies have suggested that procrastination is strongly

characterized by avoidant tendencies and aversive experiences. Overall, this concludes that

students often fail to regulate their actions in situations that are challenging for them and they

tend to do something else when doing an important task as their school works.
Figure 7: Do you accomplish your requirements on time?

The graph above shows that 13 out of 20 students or 65% if shown in percentage accomplish

their requirements on time. 25% or 5 students are neutral and the remaining students 10% or 2

students do not accomplish their requirements on time. It has further been suggested that time

and effort management skills provide a foundation for cognitive engagement and student

achievement as they refer to how much students are willing to invest in their learning. Therefore,
this concludes that procrastination does not affect the students and they effectively manage their

time.

Figure 8: Has your procrastination ever caused you to receive a lower grade on your

requirement, a test, or a final grade?

The graph shows that 10 out of 20 students or 50% if shown in percentage are in the bracket of

who sometimes receive a lower grade and some 40% or 8 students are in the bracket of who

always receive a lower grade on their requirements, test, or final grade due to their
procrastination and the remaining 10% or 2 says otherwise. According to Valerio S. (2017),

procrastination brings negative effects to every student, especially when doing it. With this kind

of situation, the procrastinator tends to rush his/her work and makes it more inefficient and

ineffective thus leading to receiving a low mark. This concludes that procrastination affects the

students’ academic performance and leads to the production of poor products like school projects

or paper works. Therefore leads to poor academic performance.

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