Research

The Impact of Academic Procrastination on Academic Achievement

De Cadiz, Britney Narry

April 2022

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Table of Contents

Chapter l Introduction

Background of the Study

Hypothesis

Theoretical Framework

Statement of the Problem

Significant of the Study

Scope and Limitations of the Study

Definition of Terms

Chapter ll Review of Related Literature

CHAPTER lll Methodology

Research Design

Sampling Design

Research Instrument

Respondents of the Study

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Data Gathering Procedures

Data Analysis

Statistical Treatment

Chapter lV Results and Discussion

Chapter V Summary and Conclusion

Summary

Conclusion

Recommendations

Appendices

Research Questionnaire

Documentations

Acknowledgement

About the Researcher

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 Chapter l

Introduction

Background of the Study

The topic at hand is procrastination. Procrastination is when an individual delay their

work and then begins to deduct time from their studies once they have already been assigned a

deadline. In other words, it would be putting off until tomorrow what you should have done

today. To put simply, it’s postponing or delaying an activity or task in order to make it easier to

do later on. It could be working on a homework assignment or studying for an exam. It’s

something that many people do, but it’s not advisable to have an audience when you do it. You’d

probably find yourself trying to make up time in the end, and that is not recommended in this

case as it could lead to you messing up.

Different people procrastinate for different reasons, but often the goal is to avoid or hide

from a particular task. However, in the academic world, procrastination can have serious

consequences. For example, students who wait until the night before an assignment is due to start

writing it often suffer from sleep deprivation and a lack of time to proofread their work

thoroughly, resulting in a lower grade on that assignment.

This research paper will cover how academic procrastination can affect student grades

and what you can do if you find yourself struggling with this issue. This is a review of the impact

academic procastination on academic achievement. This can be seen from three standpoints: the

student, the teacher, and the school/university's perspective. It will also discuss some potential

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long-term effects of procastination on education as well as how to identify students who are at

high risk of developing such behaviors.

Hypothesis

Extensive research on procrastination has indicated that it is more of a problem for

students than a characteristic that can be overcome to achieve success. Procastination is one of

the most common obstacles preventing students from achieving success in terms of academic

achievement.

Based on the researches, the researcher assume that procrastination will have a negative

impact on an individual's academic achievement. This assumption comes from the fact that

procrastination is an act of indecision, as well as being a self-handicap of one's own abilities. The

consequences of procrastinating include low grades and poor performance in school.

In this paper, I will make the following statements:

1. Academic procrastination has a negative effect on student achievement and academic

grades.

2. Academically gifted students are more likely to procrastinate than less gifted students.

3. The negative effects of academic procrastination are stronger for higher-achieving

students than lower-achieving students.

4. Academic procrastination causes emotional stress in the student.

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 5. The type of procrastination is associated with the degree of negative effect on

achievement.

6. The effects of academic procrastination are stronger for academic assignments than

non-academic assignments.

7. The effects of academic procrastination persist over time and that they are stronger for

students who were high achievers in early childhood than lower achievers in early childhood.

8. There is a relationship between academic procrastination and procrastination outside of

the classroom.

9. Academic procrastination does not show up consistently in all students, but that

students who are academically gifted are more likely to experience the negative effects of

academic procrastination than lower-achieving students.

10. High achievers procrastinate more than lower-achieving students.

11. The relationship between academic procrastination and achievement is stronger for

higher-achieving students than lower-achieving students.

12. Students who develop academic procrastination in high school will likely continue

the behaviors into their adult lives, while low-achievers will not likely develop such behaviors in

early adulthood, but instead they become more and more successful at tackling the same tasks

they were previously struggling with and take on new responsibilities without experiencing

negative effects on their performance.

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Statement of the Problem

In this study, you will be provided with information about the impact academic

procastination on student achievement and the negative effects caused by such procrastination on

a variety of different levels. Your understanding of the issue will be improved through the

findings from this research.

SOP 1. Why do students procrastinate?

SOP 2. What are the effects of academic procrastination?

SOP 3. How are students affected by their ability to control academic procrastination?

SOP 4. How long do the effects of a student's academic procrastination last?

Significance of the Study

Through this research, the researcher will be able to investigate the impact of

procrastination on a student's academic success and how such procrastination can be eliminated.

The researcher will also discover why certain students are more prone to procrastinating and how

this can be changed. Providing answers to these questions may lead to discovering ways to

improve instruction for students in order to help them achieve success.

To the Students. It is an easy way to not do something, but it is never a good idea. All

students need to understand this.

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 To the Parents. If you want your child to be successful, don't let them procrastinate on

their work. Let them know that whatever it is that is being asked of them, you are expecting them

to accomplish the task no matter how busy they are, and whether or not they feel like doing it.

To the Teachers. Try to help your students understand the importance of being on time

with their assignments and trying their best to get their work done.

To the Researchers. This is a much bigger issue than you may realize. It is affecting a

large number of students and taking away from both their and our own academic achievement.

Scope and Limitations of the Study

The purpose of this study is to investigate the effects of academic procrastination on

students’ achievement. The survey will be conducted through an online survey with 30 Senior

High School students studying in Tacloban City selected through random sampling as

respondents. The limitations of this study include the small number of respondents may nulify its

data.

This study seeks to discover the causes of procrastination in the classroom and how such

procrastination can be overcome. Furthermore, this study examines the causes of procrastination

outside of the classroom, as well as how such behavior can be overcome.

Theoretical Framework

This study will make use of a theory by Schraw et al. (2009), which posits that

procrastination is an attempt to avoid the future by distracting oneself from the present, and

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avoiding future pain, discomfort and regret. This study will use this theory to expand on it, while

incorporating social psychological models of motivation and self-concept.

The theory is called emotional disengagement hypothesis (EDH) and is an extension of

the cognitive dissonance theory. The emotional disengagement hypothesis posits that individuals

use procrastination to reduce emotional arousal by distracting themselves from present realities.

This can reduce the perceived conflict between their current behaviors, attitudes and values with

their beliefs and goals.

Trait theory will be used to explain self-concepts of academic procrastinators. According

to Pychyl, Sirois and Blunt (2002), procrastinators hold negative self-appraisals of their ability in

school. These negative self-appraisals are due to the fact that procrastinators have difficulty

regulating their behaviors and are not good at managing time well. These negative self-appraisals

then lead to lower levels of self-esteem and motivation.

Definition of terms

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 Academic Procrastination: Procrastination that takes place in the classroom and results

in a student taking more time than they need to complete an assignment or task.

Intentional Procrastination: The student is aware that his or her procrastinating is

causing them to be untruthful to themselves and others.

Procrastination: A deliberate delay in a task, usually because of laziness, lack of

concentration, problems with motivation, or a desire to avoid the task at all costs.

Relational Procrastination: Procrastination that occurs when two or more people are

involved in the procrastination. For example, a wife may procrastinate when purchasing a

birthday gift for her husband.

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 Chapter ll

Review of Related Literature

This article is a review of the impact of academic procrastination on academic

achievement. It does this by defining procrastination and then discussing how procrastination is

manifested in different ways for students (i.e. through lack of preparation, poor time

management and other similar behaviors). The article then identifies the benefits of

procrastination and some potential effects, such as on self-concept and potential long-term

effects on education.

A study by Jones and Sweller (2004) found that students who procrastinated during their

studies were more likely to achieve lower grades in their university classes than students who did

not procrastinate. Procrastination was determined by a series of questions relating to time

management, productivity and planning. Those who achieved better grades had plans for the

semester, carried out self-evaluations and identified some strategies for overcoming challenges in

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their studies. In relation to motivation, procrastination was also linked with a lack of goal-setting

and difficulties completing tasks. Those who procrastinated had fewer rewards and higher costs

associated with their studies than students who did not procrastinate, which led to the conclusion

that there were practical benefits for students who achieved good grades, such as finding a better

job.

According to a study conducted by Sirois, Pychyl, Ferrari and Solovieva (2007),

procrastinators experience low levels of self-efficacy, due to their inability to complete

assignments and tasks on time. In addition, procrastinators report lower motivation and a

tendency to accept negative feedback as indicative of their abilities.

It has been found that compulsive procrastination is associated with low self-control

(McBride, 2005). It is also believed that procrastination could be a response to high levels of

stress (Sirois, et al., 2007).

Studies have shown that procrastinators experience poor problem-solving abilities and

have problems with time management due to their inability to complete assignments on time.

Furthermore, procrastinators are more likely to cheat on their work in order to complete their

work on time.

Procrastination can be beneficial in some ways as well. It can be used to avoid negative

situations (e.g. taking a test that the student is not prepared for), or to pursue more positive

activities. It can be used as a coping mechanism when dealing with high levels of stress and to

gain time to relax. In addition, procrastinators tend to be more creative and flexible in their

thinking.
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 The study, by Sirois, Pychyl and Miedl (2009), states that procrastination is a result of

emotional disorders as well as a symptom of them. Psychologists have found that these

emotional disorders are a result of low self-esteem and lack of motivation which in turn causes

procrastination. The study found that there is a positive correlation between academic

procrastination and student grade point average. It was also found that positive academic

motivation and self-esteem were the key to overcome procrastination.

The study, by Gahl and Molnar (2008), found that academic procrastination was due to

lack of self-efficacy and low levels of motivation. They suggested that in order to overcome

procrastination, the student must increase their self-efficacy and motivation with their goal-

setting abilities.

Procrastination is a significant problem in today’s society. It can be used as a coping

mechanism and can help individuals avoid negative situations. However, it is detrimental to

individual self-concept and performance in the classroom (Sirois et al., 2007). It can also lead to

frustration and feelings of failure which could eventually lead to lower self-esteem (Webb &

Sheeran, 2006).

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 CHAPTER lll

METHODOLOGY

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

that will be used, and respondents who will participate for the said study subject.

Research Design

The researcher chooses quantitative research design. Quantitative research refers to the

collection and evaluation of numerical data to test a hypothesis, or to identify patterns and

correlations within the numbers. Descriptive research will be the method used for this study.

Collection of data about the state of the subject of the study will be involved. The researcher will

use the descriptive survey type of research in assessing, analysing and evaluating the perception

of Senior High School students. This method will help to determine the state of the act of

procrastinating in the students. This method and structure deal with the different variations of

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

happening until now supported by studies that were done before.

Sampling Design

The researcher choose simple random sampling eliminates any symptoms of bias.

Individuals that make up the subset of the bigger group are picked at random, so everyone in the

large population set has the same chance of being chosen.

Research Instruments

The research instrument that will be used to conduct this study is survey questionnaires.

The questionnaire is composed of two (2) parts: First, is where the researcher obtained the profile

of the selected respondents where they are grouped according to age, gender, and their academic

strand. The second part was the set of questions that is required to be answered by the

respondents to collectthe data needed by the researchers for this study.

Respondents of The Study

The respondents of this study will be selected based on the following criteria: the

respondents should be senior high students studying in schools located in Tacloban City from 4

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

Mathematics, ABM: Accountancy, Business & Management, and Humanities and Social

Sciences) regardless of their gender.

Data Gathering Procedure

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 The researchers will collect data through research of other literature about the topic of

the study and through survey. The researcher included blogs, articles, and any other material

related to the study. The set of questionnaires will be validated by the research instructor. After

the questionnaire were validated, it will then be administered to the target respondents.

Data Analysis

After gathering the data, the researcher input all the data in a Microsoft Excel file. Then

the researcher analyzes the data gathered in the SPSS app. The researcher analyzes the results

after gathering all the information from the google form that was sent via messenger.

Statistical Treatment

The researcher used a descriptive statistic in analyzing the data. Descriptive statistics is

the process of using and analyzing descriptive statistics, which is a summary statistic that

statistically describes or summarizes features from a collection of data.

Frequency distribution, mean, and standard deviation are the statistical tool used for

analyzing the data:

The frequency distribution is the basic building block of statistical analytical methods

and the first step in analyzing survey data. It helps researchers (a) organize and summarize the

survey data in a tabular format, (b) interpret the data, and (c) detect outliers (extreme values) in

the survey data set.

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 The mean is the most frequently used measure of central tendency because it uses all

values in the data set to give you an average. For data from skewed distributions, the median is

better than the mean because it isn't influenced by extremely large values.

Formula:

Where:

X = population mean

ΣX = sum of each value in the population

N = number of values in the population

The standard deviation is used in conjunction with the mean to summarise continuous

data, not categorical data. In addition, the standard deviation, like the mean, is normally only

appropriate when the continuous data is not significantly skewed or has outliers.

Formula:

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CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter presents the gathered data pertaining to the Relationship Between Self-

Esteem and Sport Participation. Data gathered are presented in tabular form, interpreted and

analyzed.

l. Demographic Profile

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 Figure 1.1 This pie chart shows the sex of the respondents. It shows that 80 % of the

respondents were female while 20 % of the respondents were male.

Figure 1.2 This pie chart shows the ages of the respondents. 63% of the respondents are 17-18

years old. 27% of the respondents are 19-20 years oold. 10% of the respondents are 15-16 years

old.

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Figure 1.3 This pie chart shows the percentage of the grade levels of the respondents. 58% of

the respondents are Grade 11 students while the Grade 12 students are 42% of the respondents.

ll. Areas of Procrastination

Table 1: Univariates Statistics

Statements Mean Standar Assessment

Deviatio

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I wait until the 2.73 .740 Sometimes

last minute to ≈ 3

do things.

I wait until a 2.37 .999 Rarely

crisis arises or ≈ 2

the semester

has started

before taking

action.

I avoid setting 2.43 .935 Rarely

personal ≈2

deadlines and

sticking to

them.

I often do 2.20 .961 Rarely

things quickly, ≈ 2

but

incorrectly,

and then have

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to redo them.

I spend a lot of 3.13 1.008 Sometimes

time on ≈ 3

routine and

trivial things.

I avoid setting 2.73 1.112 Sometimes

a daily ≈ 3

schedule for

how I want to

use my time.

I am bad at 2.70 1.179 Sometimes

establishing ≈3

priorities. I

treat

everything as

if it were

equally

important.

2.57 ≈ 1.104 Sometimes

I often spend 3

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time

socializing

instead of

working.

I often get 3.07 ≈ .868 Sometimes

distracted and 3

read things

that aren’t

essential to

finishing the

work at hand.

I spend too 3.43 ≈ 1.104 Sometimes

much time on 3

the phone or

texting.

I am guilty ofl 3.23 ≈ 1.135 Sometimes

not having 3

clear goals or

objectives for

what I want to

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do.

I rarely ask 2.93 ≈ .907 Sometimes

other people 3

for help.

I have trouble 2.50 ≈ .938 Sometimes

listening to or 3

reading

instructions on

how to do

things.

I often find it 2.73 ≈ .944 Sometimes

difficult to 3

begin a paper

or project.

I over- 2.47 ≈ .937 Sometimes

schedule and 3

take on too

many

commitments.

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 I start a task, 2.57 ≈ 1.165 Sometimes

put it aside, 3

start another,

put it aside,

and continue

doing this so

that I rarely

finish any one

project.

I pack my 2.27 ≈ 1.081 Rarely

schedule so 2

full that I

don’t have

time if an

emergency

arises.

Discussion

Indent

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Procrastination is an act everyone takes a part in everyday, regardless of their situation in life.

Everyone from young junior high students to adults who have been out of school for a while

participate in procrastination. Some people would say that it is a form of deviance because by

definition deviance is “any violation of norms” and avoiding what should be done is a violation

of norms.

It is observed that the Impact of Academic Procrastination on Academic Achievement is female-

dominated as proven by the 80 % female respondents while a meager 20 % male respondents

participated in this study. Kims (2015) distinguishes between the optimistic procrastinator and

the pessimistic procrastinator. Optimistic procrastinators put of their intentions but do not worry

about it. They are confident that they will succeed in the end, regardless of their engagement in

the intended action now or later. Moreover, they overestimate their progress and their chances to

succeed and underestimate the time needed to achieve their goal. In contrast, pessimistic

procrastinators do worry about their dilatory behaviour. They are aware of the fact that they get

behind schedule. Nevertheless, they still procrastinate because they do not know how to deal

with the task. They feel incompetent and are afraid that their involvement in the task will prove

their incompetence. Therefore, they procrastinate to avoid unpleasant experiences

Most of the respondents who participated in this study were in their Age of 63 % of the

total respondents which age ranges from 17-18 years old. The age component of this study marks

it as extreme since only 27 % ages range of 19-20 years have just entered the Impact of

Academic Procrastination on Academic Achievement while age range 15-16 with the comprises

10 % of the total respondents.

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 Most of the respondents who participated in this study were in 1 of 58 % of the total

respondents have just entered the Impact of Academic Procrastination on Academic

Achievement while 2 with the comprises 42 % of the total respondents. Laeus ( 2015) explains

that the procrastination is avoidance of doing a task that needs to be accomplished. He further

states that procrastinate is the process of doing more pleasurable things in place of less

pleasurable ones, or carrying out less urgent tasks instead of more urgent ones, thus putting off

impending tasks to a later time.

Indent

This implies the results of the Impact of Academic Procrastination on Academic Achievement

in terms of Univariates Statistics said mode were met. Overall, the respondents assessment in the

Univariates Statistics shows a high impact. Allien and Milgram (2017) proposes that

procrastination is primarily: (1) a behavior sequence of postponement; (2) resulting in a

substandard behavioral product; (3) involving a task that is perceived by the procrastinator as

being important to perform; and (4) resulting in a state of emotional upset. Langton (2016)

defines procrastination as avoidance of the implementation of an intention, frustrates an

individual’s stated purposes by simply putting it off until it’s too late or nearly too late. The high

threshold for certainty needed before acting on a choice leads to taking longer to complete the

task and to seeking more information about alternatives.

Reasons Why Respondents Procrastinate:

Girl staying up late working on overdue assignment Overly-lenient deadlines: When

Teachers don't enforce deadlines and allow children turn in late work without punishment.
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Students start to know that deadlines are useless and cease taking them seriously. Without

External deadlines could come to appear as arbitrary as internal ones if they don't have any major

implications. While beneficial, they aren't as effective in avoiding procrastination. Not knowing

where to start. When students conceive of papers or projects as a complete, rather than as a

sequence of tasks, they might appear daunting and they don’t know where to begin. So, they end

up putting the entire job off, until it’s so near to the deadline that their anxiety over not knowing

the “right” place to start is swamped by their dread of not having enough time to do the task at

all.

Distractions: Sometimes students set aside time with the purpose of finishing their work, but

wind up sidetracked by other things. These distractions might be external (Face book, text

messages, etc.) or internal (their own ideas & impulses) (their own thoughts & impulses). Either

way, this leads in individuals using time that had been allotted for their task in other ways.

Overwhelm. When a task looks exceedingly hard or time-consuming, simply thinking about it

might feel terrifying and unpleasant. So, students frequently fall into the trap of putting things

off. Unfortunately, this ultimately backfires when they finally do start the project since now the

intrinsic complexity of the job is exacerbated by the fact that they have inadequate time to

accomplish it. So, they end up with significantly more stress than they would have had if they

had begun sooner.

Perfectionism /Fear of failure: Students who are obsessed with getting their projects "perfect,"

are frightened of making errors or "messing things up," or are terrified of criticism are frequently

so anxious about performing assignments poorly that they will put them off to escape the anxiety

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they experience while working on the project. This can lead to the seemingly irrational behavior

of avoiding the project even more as the deadline approaches (because they are less and less

likely to be able to do a good job on it), until they are so close to the deadline that producing an

ideal assignment is no longer possible, and their only options are to turn in an imperfect

assignment or turn in nothing at all. Emotional regulation is difficult. Recent research suggests

that procrastination is more of an emotional control issue than a time management one, contrary

to popular belief. Students who are bored, fatigued, irritated, or frightened when working on

tasks may often attempt to make themselves feel better in the short term by downplaying the

assignment ("it's no big issue; it won't influence my grade much anyhow") and diverting their

attention to exciting, rewarding activities.

Too many commitments: If a student's calendar is jam-packed with extracurricular activities

and they have little or no spare time, they may resort to procrastination as a way to create the

illusion of "free time." Many people find it difficult to enjoy this sort of "free time" as they feel

guilty for not doing the things they "should" be doing.

Implication of Procrastination On Academic Performance

Indent

The procrastination acts as primary difficulty of many students, since they like of delaying what

they are needed to complete at correct time, for instance many students waste more time on

social media instead of read their books, even procrastination damage the reading culture among

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the students. Obviously, many students accomplish nothing on their academics due of

procrastination.

However, many students waste much time go after unneeded things instead they suppose to

study their books to gain information, but they lure to focus on irrelevance things and this adds to

their bad academic achievement on their studies. Therefore, this led to drop out of many children

annually in secondary schools while others perform badly  due of their incapacity to deal with

their academics. Inconclusively, students need to prevent procrastination so that they will have

more time on their studies and even this would lessen bad academic performance

Chapter V

Summary and Conclusion

Summary

Indent

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The findings in this study show that distraction from gadgets and socializing with friends hinders

them to submit on established assignment deadlines. The lack in proper setting of goals and

objectives leads to late or after the deadline submission. Approximately half of students who

submit assignments after thedeadline will receive a failing grade. These findings argue that

students employing avoidance procrastination, as stated by Ferrari, O’Callaghan, and Newbegin,

(2005), tended to use this type of procrastination to delay a task so that weak accomplishment

might be understood as owing to time pressure instead of lack of student ability. However, after

tasks were assigned, students were given one week or more to complete and submit their work.

Conclusion

Indent

Academic achievement is an important part of being a students, and procrastination has always

been a problem to every students. The findings in this study show that Procrastination has a big

impact when it comes to academic achievement, when a student procrastinate. Tasks might be

hard that leads to not doing it, and the cause of the failure of a student. Approximately half of the

senior high student which is the respondent’s statistical results to “sometimes” so when it comes

to procrastinating academic achievement is at risk and they procrastinate in a particular situation.

This finding argues that the impact of academic procrastination on academic achievements.

Recommendation

Indent

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One recommendation for future studies might be to require students to review the results of this

research in hope they would be encouraged to submit assignments on or before the assignment

dates. The course syllabus provided to students at the beginning of a course might also state that

no late work will be accepted in class assignment submissions. It would be one way to

understand if absolutely prohibiting late work has any influence on submission grades Paule-

Ruiz et al. (2015) recommended further study into the relationship between performance and

learning styles or social networking. They also suggested greater utilization of e-learning

platforms that include indicators capable of providing real-time feedback based onthe learners’

contexts or needs.

Appendices

The Impact of Academic Procastination on Academic Achievement Questionnaire

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l. Demographic Profile

Name (Optional)________________________

Age

15 – 16

17 – 18 mo

19 - 20

Sex

Male

Female

Grade Level

11

12

ll. Areas of Procrastination

The following is a scale that attempts to assess an individual's procrastination level. You are

required to read each question carefully and respond by choosing just the one that you believe is

most relevant and true in your situation. There are no right or wrong answers, and your responses

will only be used for research purposes and will always be kept private.
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For each of the following activities, please rate the degree to which you delay or procrastinate.

Rate each item on an a toe scale according to how often you wait until the last minute to do the

activity. Rate each of the following reasons on a 5-point scale according to how much it reflects

why you procrastinated at the time.

Never Rarely Sometimes Often Always

1 2 3 4 5

1. I wait until the last minute to do things.

2. I wait until a crisis arises or the semester has started before taking action.

3. I avoid setting personal deadlines and sticking to them.

4. I often do things quickly, but incorrectly, and then have to redo them.

5. I spend a lot of time on routine and trivial things.

6. I avoid setting a daily schedule for how I want to use my time.

7. I am bad at establishing priorities. I treat everything as if it were equally important.

8. I have a hard time saying no to requests or invitations.

9. I often spend time socializing instead of working.

10. I often get distracted and read things that aren’t essential to finishing the work at hand.

11. I spend too much time on the phone or texting.

12. I am guilty of not having clear goals or objectives for what I want to do.

13. I rarely ask other people for help.

15. I often find it difficult to begin a paper or project.

16. I over-schedule and take on too many commitments.

17. I start a task, put it aside, start another, put it aside, and continue doing this so that I

rarely finish any one project.

18. I pack my schedule so full that I don’t have time if an emergency arises

Documentation of Data Gathering

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36
37
SPSS Documentation

These screenshot of SPSS shows the result of the simple random sampling.

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These screenshot shows the results of mean and standard deviation.

Acknowledgment

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IndentThe researcher would like to express sincere appreciation to the following people who

offered their untiring support, trust, understanding, prayer, help and guidance they have given for

the accomplishment of this study.

To MY PARENTS, who sustained and motivated me throughout this whole semester, for

willingly giving the moral and financial support for this study, and for the patience and

understanding.

To MY FRIENDS, who were really there to make me smile when things gone wrong, and for

their cheers and inspirational comments when we were so down.

Most of all, to ALMIGHTY GOD who gives knowledge, wisdom, blessings of hope,

understanding and faith that enabled me to the start and finish this challenging task.

It was really wonderful to have all your support during the process of completing this study.

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About the Researcher

Personal Details

Name: Britney Narry M. De Cadiz

Date of Birth: March 11, 2000

Address: Blk 32 Lot 27 Peerless Village, Brgy. 93 Bagacay, Tacloban City

Father’s Name: Terence E. De Cadiz

Mother’s Name: Annabelle M. De Cadiz

Educational Background:

Elementary: San Fernando Central School

Junior High School: Leyte National High School

Senior High School: ACLC College of Tacloban

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References:

Gahl, L., & Molnar, C. (2008). Academic procrastination: causes and effects in an undergraduate

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Zotero Collections: Procrastination in Academia (40-1000).

http://www.zotero.org/groups/Procrastination_in_Academia

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