CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

“Mañana Habit” came from “Mañana”, a Spanish word which translates to

“tomorrow” or “specified future time” while habit means “acquired pattern of

behavior.” (Aguirre, 2014)

Filipinos share this habit that can be traced back to the Spaniards who

colonized our country for over 300 years. It enables one to delay responsibilities

and deciding to do it later, tomorrow, or in the near future when it can be done

now which is why we find ourselves working in last minute to finish things and to

get to the deadline. Unfortunately, this negative habit urges procrastination and

the practice of cramming that can sometimes even lead to failure in

accomplishing works. It can also be related or referred to as procrastination

which is also the action of delaying or postponing works. Every time you hear the

all too familiar phrases “Mamaya na” or “Bukas na”, you’re doing the Mañana

habit. This is one that affects productivity and efficiency because consciously or

not, most of the time, we bring this habit with us in workplace or in school. (Asis,

2015)

When Mañana habit hits, a person may one at a time or another lengthen

time he or she has to finish tasks or lessen it which results to working under

pressure that may also lead to half-baked concepts, ideas and solutions. This

habit shows our culture’s lack of sense in time which is mostly true especially in

1
students. This social problem makes Filipinos under the habit of doing less or

unimportant things while forgetting that they are wasting their time for finishing

the needed ones. (Joaquin, 2014)

This habit usually affects people like students in high school and college

and those with occupation and careers that need a lot of work and stuffs like

documents, projects, outputs and a lot more.

The new curriculum which is the K to 12 program that implemented two

more years in high school and is referred to as Senior High was the other thought

that opened the mind of the researchers to conduct this study. The researchers

focused on the Grade 11 STEM students because they are new to what

environments, ethics, and works that they will be doing as a senior high school

student.

STEM Strand which is under the Academic Track which focuses on fields

Science, Technology, Engineering, and Mathematics is an educational program

to prepare primary and secondary students for college and graduate study.

(Rouse, 2014) This strand is the starting point of students that will take courses

related to Engineering, Architecture, Biology and a lot more. Since it involves a

lot of mathematical calculations, critical thinking, paperwork, activities, and

outputs, STEM students would delay their duties especially when overloaded

with things to finish.

Mañana habit can affect the behavior and minds of students. It delay

students’ productivity, accomplishment of works on time, and can also lead to low

or failed grade in students that may affect their academic performances.

2
 Research findings suggest that it is related to lower levels of self-regulated

learning and academic self-efficacy and associated with higher levels of anxiety,

stress, and illness. (Hen, M., & Goroshit, M., 2014)

People are likely to exert more effort when there’s something in what they

do that they really want or pushes them to do it then the positive reinforcement

comes in. For Filipinos to overcome this habit, closer monitoring and giving

motivations may be another tool. There’s observer effect and motivational

systems theory. People are more productive when they know they are being

watched or they are motivated. (Asis, 2015)

Statement of the Problem

In order for the study to be successful, problems should be solved or

answered. The following questions will guide the researchers throughout their

study and shall be answered in the end.

1. What is the demographic profile of the Grade 11 STEM students of DWCL

in terms of:

a.) Gender

b.) Section

2. What are the factors that can provoke Mañana Habit in Grade 11 STEM

students?

3. What are the possible suggestions to prevent ”Mañana Habit”?

3
Objectives of the Study

The researchers aimed to make the following objectives possible since

they are the partners of the problems that will help them throughout the study.

1. To identify the demographic profile of the Grade 11 STEM students of

DWCL in terms of gender and section.

2. To determine the factors that can provoke Mañana Habit in Grade 11

STEM students.

3. To recommend possible suggestions to prevent ”Mañana Habit”.

Scope and Delimitation

The main focus of this research is to find the factors that provoke Mañana

habit in Grade 11 STEM students of Divine Word College of Legazpi S.Y 2018 -

2019. The researchers also need to find the causes of Mañana habit and the

suggestions on how to prevent it. Research data were acquired though survey

analysis of Grade 11 STEM students in Senior High School Department of

DWCL. Grade 12 students and Grade 11 students who are not taking the STEM

strand were disregarded since this only focuses on Grade 11 STEM students of

DWCL.

4
Significance of the Study

This study “The Factors of Mañana Habit in Grade 11-STEM Students of

Divine Word College of Legazpi S.Y. 2018 - 2019” will be significant to the

following:

Students. can use this as their guide to understand the factors of Mañana habit

and some suggestions on how to prevent them.

Teachers. will benefit from this and can use this as their guide to improve or to

have effective new methods of teaching.

Parents. can use this as their guide to understand the academic performance of

their children and to remind them the factors that provoke Mañana habit.

School. can use this study as their guide to remind the students to avoid

Mañana habit and can also be used in libraries for reference.

Future Researchers. will find this study beneficial especially those who will be

doing studies related to this study about Mañana habit and can be enhanced by

the help of recommendations.

5
End Notes

Aguirre, J. (26 August 2014). “Procrastination and Mañana Habit.” Retrieved from

https://www.linkedin.com/pulse/20140826-procrastination-and-mañana-habit.html

on November 20, 2018

Asis, B. (7 December 2015). “Mañana Habit.” Retrieved from

https://scribd.com/doc/Mañana-Habit-docx.html on December 2, 2018

Hen, M., & Goroshit, M. (2014). “International Letters of Social and Humanistic

Sciences.” Retrieved from https://www.learntechlib.org/p/176295/.html on

November 27, 2018

Joaquin, H. F. (20 October 2014). “Mañana Habit is a Disease.” Retrieved from

https://ayajoaquin09.wordpress.com/2014/10/20/mañana-habit-is-a-disease.html

on November 20, 2018

Rouse, M. (2014). “STEM: Science, Technology, Engineering, and

Mathematics.”

Retrieved from https://whatis.techtarget.com/definition/STEM-science-technolgy-

engineering-and-mathematics.html on November 28, 2019

6
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The related literature and studies collected by the researchers from

previous studies and data acquired from the internet are presented in this

chapter. The researchers were guided in developing this paper and familiarizing

information by various concepts, knowledge, conclusion, overview, and different

progress related to their study.

Related Literature

According to the work of (Aguirre, 2017), “Mañana” is a Spanish word

which means “tomorrow” or “at a specified future time”. It is also referred to as

“procrastination”, the action of delaying or postponing works. In Filipino terms,

Mañana Habit means “Mamaya na” or “Do it Later”, which results in a much

unorganized way of doing things, specifically for office tasks because it affects

the overall performance of an employee. Skipping deadlines, stress and anxiety

are just some effects of this habit. Habit is an acquired pattern of behavior that

often occurs unthinkingly and automatically, it’s a pattern of behavior that is

acquired through frequent repetition. No amount of planning or preparation can

change this. The only way to change a habit is to replace it with another habit.

According to (Asis 2015), Mañana habit is a habit that many Filipinos

share and can be traced back to the Spaniards who colonized our country for

over 300 years. It enables one to delay responsibilities and deciding to do it later,

7
tomorrow, or in the near future when it can be done now which is why we find

ourselves working in last minute to finish things and to get to the deadline.

Unfortunately, this negative habit urges procrastination and the practice of

cramming which can sometimes even lead to failure in accomplishing works. It

can also be related or referred to as procrastination which is also the action of

delaying or postponing works. Every time you hear the all too familiar phrases

“Mamaya na” or “Bukas na”, you’re doing the “Mañana Habit.” This is one that

affects productivity and efficiency because consciously or not, most of the time,

we bring this habit with us in workplace or in school.

According to content by (Tabaosares, 2015), Mañana habit is doing such

work or task on later times or setting it aside although it can be done or finished

in the very present moment. At times we Filipinos prioritize leisure than work.

And by having this attitude, necessary or important tasks are being set aside or

taken for granted. Mañana habit can be fixed by starting from scratch; doing

essential task first, focusing on what really matters, being organized and being

practical on what to do and what to finish. This can enhance the Filipino lifestyle

and can help avoid mañana habit at times.

One early work by (Morris, 2017) explains that neuroscience impulsivity

and procrastination are extremely related with each other. Both have been

recognized to a lack of self-control or self-discipline which results to difficulties in

achieving long-term goals. Liu and Feng have discovered that these behaviors

are both associated to an overlapping region of the brain called the left

hemisphere. (Morris, 2017)

8
 According to the work of (Ruth, 2015), the relationship between effect of

study habit and students’ academic performance has gathered attention from

scholars and educational agencies. There are some factors which causes poor

academic performance among university undergraduates. Some of these are

intellectual ability, poor study habits, achievement motivation, lack of vocational

goals, self-concept, low socio-economic status of family, poor family structure

and so on. The concept of study habit includes the concept of study attitude,

study method and study skill.

According to (Quang and Dinh, 2015), in the novel “Habit” written by

Charles Duhigg, he makes a clear point that in order to change a habit, one has

to first change his or her habit loop. A habit loop consists of three steps which are

cue, routine, and reward. Cues are the starting point of habits. Routines that are

done repetitively are turned into habits. Rewards are what you get after doing a

habit. But there are two kinds of habit: bad habits and good habits. It can be

considered a bad habit if it makes one to do bad things, not making the best of

what he or she can be or rather having bad rewards and results. When it is a

good habit, it makes one be the best version of his or herself, doing good things

which results to good outcomes. The reward can affect one positively. It is not

impossible to change a habit even if it becomes natural to you. One must have

intrinsic motivation, patience, and understanding that self-control is a must.

9
Related Studies

Another study on the topic by (Foz et al., 2016) explained and classified

the study habits of academic performers in Technological Institute of the

Philippines-Manila. Factors such as time management, learning techniques, and

study environment as part of their study habits were considered by the academic

performers as exhibited by the study. The academic performers created a “to-do”

list by importance and allot time for recreation, fun, and entertainment but still

work under pressure. In terms of learning techniques, the study showed most of

the respondents obtained other reference materials other than the prescribed

books and have a practice of taking down notes. Only few admitted that they

review at least a week before the exam day when it comes to examinations. On

the other hand, the preferable environment to study among the academic

performers was with classmates or group, or at home, where must be quiet and

no distractions and during until dawn.

One early work by (Arieta, Gementiza, & Saco, 2017) explains that one of

the things that play a very important role in the life of students is their study habit.

A student’s ability, intelligence and efforts in studying affect his or her success.

Qualitative method was used in the study for objectives to name the factors

which affect study habits of the Senior High School students of Davao Doctors

College, how their academic performance are affected by their study habits, and

to know the relationship between the two variables. Questionnaires were used for

data gathering to achieve main objective of the study. Results show that most of

the respondents believe that their study habits are affected by their time

10
management, study environment, and use of social media, and that these factors

affect their academic performance. Another important finding shows that more

Senior High School students’ academic performance is greatly influenced by their

use of social media. However, gender does not significantly impact the factors

that affect their study habits. Generally, all of the factors tend to significantly

affect the study habits of the students.

Another early study on the topic by (Padua, 2017) reveals that of the big

obstacles in academic performance of students is procrastination. This habit

adjourns and deprives student’s performance which can cause them to have low

or failed grades. The aim of the research is to know the causes and history of

procrastination, the ways to avoid procrastination, the ways to avoid

procrastination in order to cease this bad phenomenon and to learn the importance

of time management.

A research study by (Hen & Goroshit, 2014) explains that academic

procrastination has been viewed as a barrier to students’ academic success.

Research findings propose that it is related to lower levels of self-regulated

learning and academic self-efficacy and associated with higher levels of anxiety,

stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate,

and utilize emotions and has been found to be associated with academic self-

efficacy and an array of better results, including academic performance. Students

with learning incapacities (LD) are well acquainted with academic difficulty and

maladaptive academic behavior. In comparison to students without LD, they

show high levels of learned vulnerability, including reduced perseverance, lower

11
academic expectations, and undesirable concern. This study examined the

relationships among academic procrastination, EI, and academic performance as

mediated by academic self-efficacy in 287 LD and non-LD students.

A laboratory research of (Job et al., 2015) shows that when people

consider willpower as an abundant (rather than highly limited) resource they

present better self-control after demanding works and responsibilities. However,

some have questioned whether this “unlimited” theory leads to wasting of

resources and worse results in everyday life when demands on self-regulation

are high. To examine this, we conducted a longitudinal study, assessing

students’ theories about willpower and tracking their self-regulation and

academic performance. As hypothesized, an unlimited theory predicted better

self-regulation (better time management and less procrastination, unhealthy

eating, and impulsive spending) for students who faced high self-regulatory

demands. Students taking heavy courses load, those with an unlimited theory

earned better or higher grades, which were facilitated by less procrastination.

These findings oppose the idea that a limited theory helps people allot their

resources more effectively and essentially; instead, it is people with the unlimited

theory who self-regulate well in the face of high demands.

A research study by (Kleinberg & Oren, 2014, pp. 547–564) shows that

there are now improved and examined models for time-inconsistent behavior

which is an active line of research in behavioral economics and related fields. A

graph-theoretic model of tasks and goals were proposed, in which dependencies

among actions are represented by a directed graph, and a time-inconsistent

12
agent constructs a path through this graph. They first showed how instances of

this path-finding problem on different input graphs can recreate a varied range of

qualitative phenomena observed in the literature on time in consistency, including

procrastination, abandonment of long-range tasks, and the benefits of reduced

sets of choices. They then explore a set of analyses that quantify over the set of

all graphs; among other results, they find that in any graph, there can be many

different forms of time-inconsistent behavior; and any graph in which a time-

inconsistent agent suffers notably more cost than an ideal agent must contain a

large “procrastination” structure as a minor. Finally, they use this graph-theoretic

model to discover ways in which tasks can be created to help motivate agents to

reach appointed goals.

The present study by (Rashmei & Khosravi, 2016) aimed to investigate the

role of online social networks (internet) in academic procrastination of high

school students (junior) in the fourth district in Tehran. This was an applied

descriptive study with post unplanned design. The statistical population consisted

of all female and male junior high school students in the fourth district in Tehran

in 2015-2016 academic years. The findings of the study showed insignificant

difference between procrastination behavioral change and unpleasant feeling

caused by academic procrastination among female and male students.

Components of daily use of networks, membership in networks, and duration of

membership in the networks and frequency of logging into the network had the

greatest relation and impact on academic procrastination of junior high school

students in the fourth district in Tehran.

13
 On a reasearch study by (Moradi, 2015), he explains that the occurrence

of educational procrastination among students justifies the necessity of the

attention by officials, planners and practitioners of the educational system to the

variables related with it like educational self-efficacy and training assertiveness

skills; because educational procrastination on the one hand, indicates low

educational self-efficacy on the other hand, is an unsuited and unsuccessful

defense strategy including the problem in creating collective communication and

lacking essential social skills where the learners use it for avoiding downfall,

maintaining self-respect and personal value, thus involving non-compensable

consequences for the procrastinator. Its usual example is to procrastinate in

studying lessons until the night of examination and rush and anxiety resulting

from it that has caught students. The current research has been managed with

the goal of determining the effectiveness of training assertiveness skill on self-

efficacy and procrastination of the female seventh grade junior students.

A research study related to the topic by (Yerdelen, McCaffrey, & Klassen,

2016, pp.5-22.) examined the longitudinal association between students' anxiety

and procrastination and the relation of self-efficacy for self-regulation to these

concepts. Our results showed that procrastination considerably increased over

the semester, while academic anxiety lessened. Students' procrastination and

anxiety were positively related at the beginning of the semester; however, the

paths of procrastination and anxiety were not expected from initial levels of these

variables. Moreover, at the initial measurement period, high levels of anxiety and

procrastination were notably related to low levels of self-efficacy for self-

14
regulation; however the rate of change in anxiety and procrastination over time

were not anticipated by students' initial levels of self-efficacy for self-regulation.

Synthesis of the State of the Art

The literature and studies presented in this chapter helped the researcher

to know and understand more about the factors of Mañana Habit. The

conclusions and statements of the literature and studies presented have

correlation with the research study.

Gathered related literatures both for local and foreign became help to

support the study. The gathered related literature helped the researchers to

understand more the information of variables such as the factors of Mañana habit

and Mañana habit itself. According to a local work which is from Aguirre which

explained the some information and definition of “Mañana” as a Spanish word

which means “tomorrow” or “at a specified future time” helped the researchers to

understand more about Mañana habit. Aside from Mañana habit, habit was also

defined and was also explained why a habit is a routine that is repetitively done

but can be altered.

Other information regarding the things that can be affected by Mañana

habit such as mood and productivity of students were also presented and was

added to the information needed by the researchers. The researchers we’re also

cleared that changing Mañana habit with a good habit is possible since a good

habit is still a repetitive routine. You can try by being productive and do your

needed works always even if the deadline is still distant.

15
 Foreign literatures also gave the same definition and understanding about

Mañana habit and have relation with the gathered local literatures and the study.

Gathered related studies both local and foreign helped the researchers

through the topics of the study and the study itself. The related studies that were

chosen have correlation with the study proving that the study was made with and

from factual basis and information that also went through the process of data

gathering and survey.

The related studies that were gathered also provided some information

needed by the researchers for them to be guided throughout their survey and

insights and possibilities that will happen to the research study.

The similar information that the researchers gained from the gathered both

local and foreign related literature and related studies enlightened them along the

way of further developing and enhancing this research study not on by giving the

definitions, basic information and explanations but also by the processes within

the studies.

However there are still differences, and that most of the related studies

focuses on study habits. These differences means that the study is still unique

than the other studies acquired.

Nevertheless, the differences among the studies to this research study

played such a big role and helped the researchers to clearly understand what

their study is about, its significance, and why it is distinctive.

16
Gaps to be Bridge by the Study

Mañana habit enables one to delay responsibilities and deciding to do it

later, tomorrow, or in the near future when it can be done now which is why we

find ourselves working in last minute to finish things and to get to the deadline.

Unfortunately, this negative habit urges procrastination and the practice of

cramming this can sometimes even lead to failure in accomplishing works. It can

also be related or referred to as procrastination which is also the action of

delaying or postponing works. It delays the student’s productivity, waste a lot of

time, may cause low or failed grades in students that may affect their academic

performance and poor time management.

In order to bridge the gap between this research study and the gathered

related studies, the researchers specified below some of the factors of Mañana

habit:

Hang outs with friends. They choose to spend their time with friends rather

than doing school works.

Social media usage. They spend most of their time in using social media and

they forgot that they’ve been using it for hours.

Personal problems. It affects their behavior as well as their academic

performance that’s why students cannot focus on their studies.

Playing online games. Online gaming became an addiction wherein students

suffer from it and they became irresponsible in managing their tasks.

17
Theoretical Framework

Based on Martin Ford’s Theory which is “Motivational System Theory”,

this theory proposes that goal-setting, self-efficiency, and emotions interact to

provide motivation. The process is primarily intrinsic. The second approach is

goal orientation, where individual’s behavior is motivated of outcome derived. If a

person wants to master an activity, the goal is learning and self-improvement.

The Motivational Systems Theory is related for the present study

because it tackles and focuses about goal-setting, self- improvement and self-

efficacy, which are the motivational strategies that will be beneficial to the

students to avoid Mañana habit and avoid being stressed as well and also, to set

goals to improve and motivate themselves in order to be productive, and

organized persons.

18
Figure 1 shows the Theoretical Paradigm of Martin Ford’s Motivational Systems

Theory.

Motivational System Theory

Motivational Strategist

Self-Improvement Goal-Setting Self-Efficient

Figure 1

19
Conceptual Framework

The main problems of the study are needed to be answered. The

researchers made this process to attain the objectives of the study and to gather

the information needed.

The researchers have planned to have the study entitled “The Factors of

Mañana Habit in Grade 11 STEM Students in Divine Word College of Legazpi

S.Y. 2018 – 2019”. The researchers have determined the dependent variables

which are the Grade 11 students and independent variables of the study which

are the factors. The researchers will undergo the process of collecting data

through survey by using questionnaires. The data collected will be analyzed and

will be reported. The report regarding the collected information will be assessed.

The evaluation will happen next and lastly, the researchers will get the

recommendation or suggestion as feedback of respondents regarding the

research study. The process can be shown in Figure 2.

20
Figure 2 shows the Conceptual Paradigm of the process of the research study.

The Factors of Mañana Habit in DWCL

Grade 11 STEM students

DWCL Grade 11 STEM Students

No. of students who practices

Mañana Habit Feedback

Factors

Recommendation

Figure 2

21
Definition of Terms

To understand more the research study words that are new to researchers

and important words that are mainly used in this research are defined

theoretically or conceptually and operationally. The theoretical definition gives the

exact meaning of the words while the operational definition explains how the

words were used throughout the research study.

The following words are defined theoretically or conceptually.

Academic Performance – refers to student’s behavior and attitude in class

and in meeting the short time and long-term goals in education. (Padua,

2017)

Demographic profile- is the statistical data about the characteristics of a

population, such as gender, age, status and a lot more.

Mañana Habit – Spanish word which translates to “tomorrow” or “specified

future time” while habit means “acquired pattern of behavior.” (Aguirre, 2014)

Procrastination – an act of delaying or postponing duties or choose to do the

duty in last minute. (Asis, 2015)

STEM – (Science, Technology, Engineering and Mathematics) one of the

strands in academic track which offers subjects related to courses like

Engineering, Architecture, Biology, Nursing and a lot more. (Rouse, 2014)

22
The following are defined operationally.

Academic Performance – it is the main factor that is affected by students’

mañana habit.

Demographic profile- this will help the researchers to arrange in an

organized and clear way the results of responses that will be gathered

through survey by the use of questionnaires.

STEM – chosen strand of the researchers for the respondents of the study.

Students – respondents, Divine Word College of Legazpi Senior High School

(DWCL SHS) Department Grade 11 STEM students.

23
End Notes

Aguirre, J. (26 August 2014). “Procrastination and Mañana Habit.” Retrieved from

https://www.linkedin.com/pulse/20140826-procrastination-and-mañana-habit.html

on November 20, 2018.

Arieta, K. D., Gementiza, R. C., & Saco, C. D. (March 2017). “Factors Affecting

Study Habits on the Academic Performance of Senior High School Students of

Davao Doctors College.” Retrieved from

https://www.scribd.com/document/Factors-Affecting-Study-Habits-on-Academic-

Performance-of-Senior-High-School-Students-of-Davao-Doctors-College.html on

December 2, 2018.

Asis, B. (7 December 2015). “Mañana Habit.” Retrieved from

https://scribd.com/doc/Mañana-Habit-docx.html on December 2, 2018.

Ford M. (1992). “Motivational Systems Theory.” Retrieved from

https://donetobegunutk.weebly.com/goal-theory.html on November 20, 2018.

Foz, J. C. et al. (October 2016). “Study Habits of Academic Performers in

Technological Institute of the Philippines – Manila.” Retrieved from

https://www.scribd.com/document/Study-Habits-Academic-Performers.html on

December 1, 2018.

24
Hen, M., & Goroshit, M. (2014). Academic Procrastination, Emotional

Intelligence, Academic Self-Efficacy, and GPA A Comparison Between Students

With and Without Learning Disabilities. Journal of Learning Disabilities, 47(2),

116–124. Retrieved from https://journals.sagepub.com/doi/abs/10.1177

November 27, 2018.

Job et al. (April 2015). Journal of Personality and Social Psychology, Vol 108(4),

Apr 2015, 637-647. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177

on November 27, 2018.

Kleinberg, J. M., & Oren, S. (7 May 2014). “Time-inconsistent planning: a

computational problem in behavioral economics. In Proceedings of the fifteenth

ACM conference on Economics and computation”, pp. 547–564. Retrieved from

https://cacm.acm.org/magazine/2018/3/225487-time-inconsistent-planning/

abstract on November 27, 2018.

Moradi, M. (2015). Examining the Effetiveness of Training Assertiveness Skill on

Self-Efficacy and Procrastination of the Female Seventh Grade Junior Students,

District 19, Tehran: The Educational Year of 2014-2015. International Letters of

Social and Humanistic Sciences, 57, 110-117. SciPress. Marzeyeh Moradi.

Retrieved from https://www.learntechlib.org/Sci-Press.html on November 27,

2018.

25
Morris, E. (2017). Impulsivity and procrastination. Science, 357(6357), 1251–

1251. Impulsivity and procrastination. Sept 22, 2017. Retrieved from

https://www.ncbi.nlm.nih.gov/pubmed/28757243/ on November 27, 2018.

Padua, J. A. (9 January 2017). “Procrastination in Filipino College Students.”

Retrieved from http://www.academia.edu/31070306/Thesis_First_Draft.html on

November 20, 2018.

Quang, T. & Dinh, A. (25 March 2015). “Never Ending Routine.” Retrieved from

https://www.studymode.com/essays/Habit-72646087.html on December 2, 2018.

Rashmei, M. & Khosravi, A. A. (2015). The Role of Online Social Networks in

Academic Procrastination of Junior High School Students (Case study: District 4

of Tehran, Iran) Maryam Rashmei, Ali Akbar Khosravi International Journal of

Humanities and Cultural Studies (IJHCS) ISSN 2356-5926, 1525-1535. Retrieved

from www.ijhcs.com/index.php/ijhcs/article/view/2308 on November 27, 2018.

Ruth, P. O. (August, 2015). “The Effect of Study Habit on Student Academic

Performance: A Case Study by Lapai Local Government Area of Niger State.”

Retrieved from https://www.cram.com/essay/The-Effects-of-Study-Habit-on-the-

Academic-Performance-of-Students.html on December 2, 2018.

26
Tabaosares, A. C. (17 March 2015). “Some Fixations to Eschew from Filipino

Mentality.” Retrieved from https://saligsigphilo.wordpress.com/mañana-habit.html

on December 1, 2018.

Yerdelen et al. (February 2016). “Longitudinal Examination of Procrastination

and Anxiety, and Their Relation to Self-Efficacy for Self- Regulated Learning:

Latent Growth Curve Modeling”. Yerdelen, Sündüs; McCaffrey, Adam; Klassen,

Robert M. Educational Sciences: Theory and Practice, v16 n1 p5-22. Retrieved

from https://www.researchgate.net/publication/296486860 on December 1, 2018.

27
 Chapter III

RESEARCH DESIGN AND METHODOLOGY

This chapter will present how the concepts were applied by the

researchers to the study and how these were put into action. In this chapter, you

will find the research design, methods, and sources of data, procedures,

research instruments, and statistical tools that the study used and will be shown

in the analysis and interpretation of data gathered.

Research Design

This study focuses on the factors of Mañana Habit in Grade 11 STEM

students of Divine Word College of Legazpi (DWCL). The study is a qualitative

and quantitative research but more on the qualitative side since this focuses

more on personal views, observable facts and attitudes, thoughts and other

subjective traits. On the other hand, it’s a bit quantitative because the

researchers will determine the percentages of responses according to those who

practice mañana habit and will be organized by gender and section. The study is

also a correlative and survey type of non-experimental research in which the

relationships of variables will be presented and preferences, views, thoughts of

respondents will help the researchers arrive at a certain conclusion regarding the

study.

28
Research Methodology

Before the conduct of the study, the researchers first identified the

problem and came up with the topic of their choice entitled “The Factors of

Mañana Habit in Grade 11 STEM Students in Divine Word College of Legazpi

S.Y. 2018 - 2019”. The researchers made use of the internet to gather some

information needed for the study and formulate possible questions for the survey

questionnaire that was then approved by the research teacher. The entire Grade

11 STEM students of Divine Word College of Legazpi are the respondents. The

researchers personally administered the research instrument to four sections of

Grade 11 STEM of DWCL. After the respondents finished accomplishing the

questionnaires, the researchers went retrieving. The answers were tallied and

tabulated and after it was done, analyzation and interpretation of data followed

and the recommendations of the respondents served as feedback and

suggestion and additional knowledge to help improve the study.

Sources of Data

The two sources of data that the researchers used for this study are

primary sources and secondary sources of data. The answers that were gathered

from the respondents were the primary sources of data, while the information that

were gathered from the internet, encyclopedias, and dictionary were the

secondary sources of data.

29
Population of the Study

The population or respondents of this study are the entire Grade 11 STEM

students of Divine Word College of Legazpi. The researchers chose to administer

the entire population first to know those who practices Mañana Habit and to

avoid lapses when it comes to responses needed for percentages counting and

grouping according to gender and sections. The entire population of the

respondents is one hundred fifty-three (153) yet only one hundred fifty students

(150) were administered. Since errors cannot be avoided, in the survey analysis

or administration of survey questionnaires, three students were absent for the

days the researchers went to the four sections. Answers of respondents who

answered no will not be disregarded since their recommendations will still be

given importance and are still needed for the study.

Research Instrument

In gathering the information needed for this study, the researchers chose

to acquire information through survey so a survey questionnaire is the instrument

that was used. Each of the questionnaires was divided into three parts and has

varied questions. The questionnaire have three parts consisting of basic

questions regarding information about their section and gender but the name was

optional, a question which asks them if they practice Mañana habit or not, Part I

which contains the factors, Part II which contains the specific questions that asks

about the Mañana habit routine or how often they practice it, and lastly, the Part

III contains the open-ended question which will help the researchers for the

30
recommendation or suggestion. The researchers considered having least costly

means of data gathering, giving less pressure for immediate responses of

respondents, giving respondents their rights of anonymity, and avoidance of

personal bias.

Data Gathering Procedure

The researchers will make use of the survey to gather essential

information needed for the study. The survey questionnaire method will be used,

in which it utilizes questionnaires that will be given to the respondents for data

collection. The researchers obtained information from published research works,

websites, and dissertations that have related studies in this research for the

study to be presented clearly. The researchers will make a research instrument

which is a questionnaire that will be used for survey that has clear questions to

avoid misinterpretation of data. Analyzing and interpreting of data will follow the

conduction of survey. Collected information and recommendation as feedback

will help the researchers to arrive at a certain conclusion and for the study to be

successful.

Statistical Tool

One way of getting the data collected organized and properly arranged is

through Statistics. For the general view of the whole situation of the study, this

will include scaling system, which is going to be used as the technique to monitor

the respondents’ interpretation of facts. The researchers will tally and tabulate

31
the results of the responses to be grouped by those who do and don’t practice

Mañana habit; for those who answered yes, responses will also be grouped by

gender and sections. Then, we can determine the factor of Mañana habit with the

highest points.

Below is the formula that was used:

P = n X 100

Such that

P = Percentage

N = Total Number of Respondents

n = Responses

100 = Constant

32
End Notes

Aguirre, J. (26 August 2014). “Procrastination and Mañana Habit.” Retrieved from

https://www.linkedin.com/pulse/20140826-procrastination-and-mañana-habit.html

on November 20, 2018

Asis, B. (7 December 2015). “Mañana Habit.” Retrieved from

https://scribd.com/doc/Mañana-Habit-docx.html on December 2, 2018.

Babbie (2013). Practical Research 1. Compiled by Esther L. Baraceros. Manila:

Rex Publishing. Retrieved on December 2, 2018.

De Mey, L. Dr. (2013). Practical Research 2. Compiled by Esther L. Baraceros.

Manila: Rex Publishing. Retrieved on December 2, 2018.

Hen, M., & Goroshit, M. (2014). “International Letters of Social and Humanistic

Sciences, 57, 110-117”. Retrieved from

https://www.learntechlib.org/p/176295/.html on November 27, 2018.

Joaquin, H. F. (20 October 2014). “Mañana Habit is a Disease.” Retrieved from

https://ayajoaquin09.wordpress.com/2014/10/20/mañana-habit-is-a-disease.html

on November 20, 2018.

Letherby, G. (2013). Practical Research 2. Compiled by Esther L. Baraceros.

33
Manila: Rex Publishing. Retrieved on December 2, 2018.

Rouse, M. (2014). “STEM: Science, Technology, Engineering, and

Mathematics.” Retrieved from https://whatis.techtarget.com/definition/STEM-

science-technolgy-engineering-and-mathematics.html on November 28, 2018.

Schreiber, J. K. (2012). Practical Research 2. Compiled by Esther L. Baraceros.

Manila: Rex Publishing. Retrieved on December 2, 2018.

CHAPTER IV

34
 RESULTS AND DISCUSSIONS

This chapter includes the answers to three sub-problems, also presents

the results, interpretation, and analysis of data gathered in the study through the

survey conducted.

THE FACTORS OF MAÑANA HABIT IN GRADE 11- STEM STUDENTS IN

I. Demographic Profile

Answers in Question #1: “How often do you practice Mañana Habit?”

TOTALITY OF ANSWERS IN QUESTION #1

ANSWERS TOTAL FREQUENCY PERCENTAGE

Always 132 88

Sometimes 18 12

Never 0 0

Total 150 100

Table 1 shows the total answers acquired from the gathered results

through the survey conducted to the Grade 11 STEM students of Divine Word

College of Legazpi S.Y. 2018 – 2019. The data gathered were also organized by

gender to see the differences between each gender and how often they practice

the habit. To answer the first statement of the problem, data gathered in

respondents were sorted by gender and section.

TOTAL ANSWERS IN Q1 SORTE

ANSWERS FREQUENCY IN MALE FREQUENCY IN FEMALE

Always 70 (53.03%) 62 (46.97%)

Sometimes 9 (50%) 9 (50%)

Never 0 (0%) 0 (0%)

Total 79 (52.67%) 71 (47.33%)

Q1 ANSWERS SORTED BY SECTION AND GENDER

SCHEIERMANN
(Female: 14 + Male: 25 = 39 students)

Always Always Sometimes Sometimes Never Never

11 19 3 6 0 0
Total: Always: 30 Sometimes: 9 Never: 0

HERGESHEIMER
(Female: 23 + Male: 15 = 38 students)

Always Always Sometimes Sometimes Never Never

18 14 5 1 0 0
Total: Always: 32 Sometimes: 6 Never: 0

BECKERT
(Female: 18 + Male: 19 = 37 students)

Always Always Sometimes Sometimes Never Never

36
 Female Male Female Male Female Male

16 19 2 0 0 0
Total: Always: 35 Sometimes: 2 Never: 0

BATES
(Female: 19 + Male: 20 = 39 – 3 absentees = 36 students)

Always Always Sometimes Sometimes Never Never

17 18 1 0 0 0
Total: Always: 35 Sometimes: 1 Never: 0
Table 2

II. Factors of Mañana Habit”

Answers in Question #2: “Identify the factors of Mañana Habit that you have”

TOTAL ANSWERS ABOUT FACTORS OF MAÑANA HABIT

FACTORS Frequency in Frequency in Total Ranks

FEMALE MALE

1.) Using social media: IG, FB, 71 74 145 1

2.) Playing online games 26 61 87 5

3.) Hang outs with friends 59 55 114 3

4.) Stacking of works 39 46 85 6

5.) Laziness, sleepy and/or tired 63 70 133 2

6.) Personal relationship 16 28 44 8

7.) Distant deadline 49 43 92 4

8.) Personal problems 40 39 79 7

9.) Household chores 43 42 85 6

37
 10.) Others, please specify 2 5 7 9

Table 3

Graph 1 shows the correlation of percentages of all factors through a pie

chart. Table 8 shows the total answers of the factors in those who practice

Mañana Habit. The answers were sorted by gender and the totality were ranked.

Answers in Question #3: “How often do the factors of Mañana Habit affect you?”

TOTAL ANSWERS IN FACTORS AFFECTING MAÑANA HABIT ROUTINE

Q ALWAYS SOMETIMES NEVER

M F Total Rank M F Total Ranks M F Total Rank

1 67 60 127 1 7 11 18 1 3 2 5 9

2 56 24 80 4 5 2 7 7 16 47 63 5

3 50 51 101 3 5 8 13 5 22 14 36 7

4 39 29 68 7 7 10 17 2 31 34 65 4

5 63 54 117 2 7 9 16 3 7 10 17 8

6 28 16 44 8 0 0 0 10 49 57 106 2

7 39 39 78 5 4 10 14 4 34 24 58 6

8 38 33 71 6 1 7 8 6 38 33 71 3

9 41 39 80 4 1 4 5 8 35 30 65 4

10 4 2 6 9 1 0 1 9 64 71 135 1

38
 Table 4

Table 13 shows the totality of all answers acquired in four (4) STEM

sections with their ranks and sorted by gender as the Mañana Habit routine or

how often they practice it and with questions related to it (please refer to the

sample questionnaire).This table is correlated to the factors of Mañana Habit and

this implies how often they tend to practice or experience Mañana Habit and its

factors. It also shows the diversity of responses from both gender. The second

and third statements of the problem were answered through the factors affecting

the Grade 11 STEM students of DWCL and other factors that they determined.

OTHER FACTORS OF MAÑANA HABIT

Other factors: Gender Frequency

Hobbies 3 Male, 1 Female 4

Drawing 1 Female 1

Metacognition 1 Male 1

Extra-curricular 1 Male 1

Total: 5 Male, 2 Female 7

Table 5

Table 20 shows the other factors specified by the respondents. Three (3)

respondents answered hobbies, one (1) respondent answered drawing (which

can be a part of the hobbies), one (1) respondent answered metacognition and 1

respondent answered extra-curricular. Therefore, aside from the given factors

that are listed on the questionnaire provided, these are the other factors that the

respondents answered that affects their practice of Mañana habit.

39
 III. Possible ways of grade 11- STEM students to prevent practice of

Mañana Habit.

Answers in Question #4/ open-ended question: “What are the possible ways

that you can recommend to prevent Mañana Habit?”

All gathered responses from the open-ended/ part four of the questionnaire

were summed up to eight possible ways.The following are the possible ways

suggested or recommended by the respondents on how to prevent the practice

of Mañana habit which are the Grade 11 STEM students of Divine Word College

of Legazpi S.Y. 2018 – 2019.

1.) Time Management has the most points answered by the respondnets.

You can manage or balance time properly; you can make schedules,

reminders, checklist or “to-do” lists and plans.

2.) Prioritizing priorities has the second most gathered points. Don’t waste

time on unnecessary things.

3.) Do things that are needed to be done first and if you can do it now, do it

now and when you are finished that’s when you should do other things.

4.) Be responsible and have self-discipline. Take responsibilities seriously.

5.) Limit usage of gadgets and social media.

6.) Don’t be lazy, be active.

7.) Set and focus on your goals. Be motivated by your family, goals and

dreams.

8.) Hang out with friend/s not too frequently.

40
 CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter sums up the findings, conclusions and recommendations

coming from this study. The overview of the whole study with data gathered from

respondents as basis and ideas integrated by the researcher will be shown here.

This chapter comprises a brief discussion presented according to each of the

main research questions followed by the outcomes of this study. This concludes

with the list of recommendation.

Summary

This study was performed to determine the Mañana Habit of the Senior

High School STEM students of the Divine Word College of Legazpi. During the

data gathering the researchers conducted a survey to be able to answer the

following problems:

41
 1. What is the demographic profile of the Grade 11 STEM Students of DWCL

in terms of:

a.) Gender

b.) Section

2. What are the factors of that provoke Mañana habit in Grade 11 STEM

students?

3. What are the possible suggestions to prevent Mañana habit?

The survey questionnaire was distributed to all Grade 11 – STEM students

with a total of 4 sections and data gathered were sorted by gender and sections.

Findings

The following findings were formulated through the answers gathered by

the researchers through the survey analysis.

1.) In Grade 11 STEM Students, male STEM students are more likely to

practice Mañana habit than female STEM students. 70 male students

having 53% practices Mañana habit while on the other hand, there are

only 62 female students having 47%.

2.) Students that are more likely to practice Mañana habit the most are

from sections Fr. Beckert and Fr. Bates. Both sections garnered 35

students who practice Mañana habit.

3.) Among all the factors given, using of social media which gained a total

of 123 points and having 16.4% provokes Mañana habit in STEM

42
 students the most. STEM students are into social media wherein it

brings difficulties to them and they tend to focus more on using social

media than accomplishing their tasks on time.

Conclusions

Based on the findings it can be concluded that:

1.) Male students are more likely to be affected by the factors of Mañana

habit than female students of STEM strand. Fr. Beckert and Fr. Bates of

STEM strand has more students that are affected by the factors of

Mañana habit and are more likely to practice it than other sections.

2.) Using social media ranked 1 among other factors which implies that this

factor affects the practice of Mañana habit in STEM students the most.

3.) Grade 11 STEM students of Senior High School Department of Divine

Word College of Legazpi of both gender and all sections must have time

management and self-discipline to do the needed things first to prevent

Mañana habit. The findings of the researchers shows that the most

essential ways to prevent Mañana habit is through 1. time management 2.

self- discipline 3. doing things needed first 4. making schedules,

reminders, to-do list 5. Being not lazy 6. Focusing on goals, dreams,

43
 needed activities 7. Limiting time usage of gadgets and social media 8.

Being motivated 9. Being active 10. Being productive.

Recommendations

Answers based on the survey done by the researchers were summed up

to satisfy and give solution to the 3 rd problem of the study which was about

suggestions to prevent Mañana habit.

1.) Time Management. Manage or balance time properly; you can make

schedules, reminders, checklist or “to-do” lists and plans.

2.) Prioritize priorities. Don’t waste time on unnecessary things.

3.) Do things that are needed to be done first and if you can do it now, do it

now and when you are finished that’s when you should do other things.

4.) Be responsible and have self-discipline. Take responsibilities seriously.

5.) Limit usage of gadgets and social media.

6.) Don’t be lazy, be active.

7.) Set and focus on your goals. Be motivated by your family, goals and dre

ams.

8.) Hang out with friend/s not too frequently.

44