CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a synthesis of selected

literature and studies that are connected with the

current research. It encompasses conceptual literature

sourced from the internet and other references, as well

as research conducted both in the Philippines and

abroad, all of which are relevant to the study at hand.

This chapter comprises 5 sections. The first section is

a review of related literature and studies about

procrastination patterns. It discusses . The second

section presents the related studies about the causes

or procrastination. Also, it contains the study about

consequences and its coping strategies. Thus, the last

section contains the synthesis of the studies and

literature from which this research is anchored on.

I. Procrastination Patterns

Rozental and Carlbring (2014)stated that every

day, many people delay doing tasks they should do. This

can be stressful and cause a lot of mental suffering in

the long run. For some people, especially students,

putting off what needs to be done is a big problem that

keeps happening and messes up their daily routines.

 Furthermore, Langton (2016) said that

procrastination is when someone keeps delaying

something they need to do until the last minute or when

it is almost too late. If someone needs a lot of

certainty before they decide to do something, they’ll

take longer to finish the task and spend more time

looking for other options.

Abu and Saral (2016) procrastination means

delaying or avoiding work that needs to be done by a

certain time or putting off making a decision. There

are two types: “chronic procrastination,” which is when

someone struggles to finish tasks, and “situational

procrastination,” which happens at certain times and is

less common than the chronic kind.

Hooda (2016) designed procrastination as a

delaying or putting off something you don’t want to do.

It’s when you avoid doing tasks you need to do, often

choosing fun stuff over important ones, and leaving

important things until the last minute. People

procrastinate because of personal, health, home, or

school issues. It can make you feel guilty, inadequate,

sad, or unsure of yourself.

People who feel anxious often have low self-esteem

and doubt their abilities, which can lead them to put

off decisions to avoid making mistakes. This can make

them feel alone and like they don't belong Kurland and

Siegel (2016).

Putting off tasks can make people get distracted

easily, manage their time poorly, or feel lazy. It can

also make them feel pressured to do well or have too

many things to do. This makes many students not focus

on their schoolwork or other important stuff, which

affects their education. They might ignore important or

urgent tasks. Social media like Facebook, Twitter, or

Instagram can also interrupt their studying. YouTube,

which people often use to pass time, can also be a

distraction Kumar (2017).

Procrastination is well-known and usually brings

feelings of disappointment, shame, and worry. While

it’s generally seen as a bad thing, some people, known

as “active procrastinators,” actually perform better

when they’re under pressure. They’re okay with waiting

until the last minute and even feel motivated by

approaching deadlines. However, this approach doesn’t

work for “passive procrastinators.” They tend to get

stressed easily, which leads to overthinking and not

getting things Oppong (2017).

More and more studies are looking into why people

procrastinate. Reasons include not knowing what to do,

being lazy, not feeling motivated, not managing time

well, having problems with friends or family, and being

influenced by peers (Daz-Morales, et al. 2008; He,

2017).

Putting off schoolwork is often linked to doing

poorly in school, especially for students who are

smart. Even though students understand that delaying

work can hurt their grades, they often don't try to

stop procrastinating. Instead, they say they work

better under pressure. This means procrastination is

seen as not doing things when you should, without a

good reason (Oxford English Dictionary).

Students often think they can finish projects or

tasks quicker than they actually can, which makes them

feel like they have more time than they really do. A

big reason why people procrastinate is because they

believe they need to feel inspired or motivated to

start working on something right away (Cherry 2019).

Many students wait until the last minute to finish

their work because they don’t feel motivated to do it

earlier. Some research suggests that waiting until the

last minute can actually make students more creative

and innovative when they’re under pressure Delgado

(2014).

Procrastination is a common human behavior

observed in students. It involves delaying tasks, jobs,

and/or actions for various reasons, knowing that the

delay will have a negative impact, such as increased

stress and poor performance. It appears to be a way of

coping with the anxiety associated with starting or

finishing the task (Olea and Olea 2014).

Procrastination is something many students do.

It's a habit that's pretty familiar to them, and often

they don't realize they're doing it. One thing that can

make students procrastinate is their surroundings. They

tend to follow what their friends are doing. If their

friends don't seem to care much about a task, they

might think it's not important either and put it off,

(Bagnes, 2015).

One of the possible factors that may affect

students’ academic performance is the Mañana habit, or

what is commonly known as procrastination. It is a big

problem in school and can really hurt students’

performance. When students procrastinate, they

sometimes make excuses for why they didn’t do well,

blaming not studying enough instead of admitting they

struggled. Procrastination is seen as a problem because

it often leads to not reaching goals (Tarin and Rio

2015).

The Mañana habit, also known as the “Mamaya na”

practice in Filipino, means procrastination. It’s been

a problem for a long time and keeps getting passed down

through generations. When students procrastinate, they

often do worse in their tasks because they end up

handing in unfinished work or missing important

deadlines. This leads to lower grades compared to

students who don’t procrastinate. Plus, it can make the

problem worse because some side effects make students

procrastinate even more. Students delay doing things

until they feel stressed because they’re running out of

time. Some reasons students procrastinate include not

feeling motivated, having low self-esteem, being afraid

of failure, finding things difficult to understand,

feeling tired, or not being organized. Sometimes,

students put things off because they don’t see why a

project matters, don’t get the material, or don’t know

how to start. To avoid procrastination, it’s important

to plan ahead, set goals, organize tasks, prioritize,

delay rewards, track progress, and adjust plans if

needed. These strategies help students stay focused and

get things done on time.

In schools, students are the most important part.

Without them, the teachers, school, and all its

facilities wouldn't have a purpose. Teachers, trainers,

and researchers have been studying what helps students

do better in school. There are lots of things, both in

and out of school, that can affect how well a student

does in their classes. One example of this is something

called procrastination (Junio and Liwag 2016)

A recent study suggests that procrastination can

come from how someone acts, feels, and thinks. This

might happen because a person is scared of failing or

doesn't like certain things. The study found that

people procrastinate for different reasons. Some have

trouble getting motivated or managing their time when

they need to get things done. These issues can stop

someone from reaching their school goals (Mandap,

2016).

In our daily lives, especially for students, there

are many things that happen or outcomes we face. Even

though students have lots of projects, papers, or

activities to do, they sometimes have trouble managing

themselves properly, and we don’t fully understand why.

Sometimes students don’t understand what they need to

do and end up not doing a task or project. Some

students choose to do what they find easier or what

they feel like doing. At first, this might seem like

laziness, and they end up rushing to finish everything

at the last minute (Revilla, 2017).

Procrastination happens when people struggle to

find motivation to do their tasks or projects. Instead

of getting things done, they often wait until the last

minute and rush to finish. Procrastinators prefer doing

things that they enjoy, like surfing the web or playing

video games, rather than tackling their

responsibilities. Putting things off becomes a habit,

and it makes it hard to stay focused. Some people might

think procrastination is just laziness, but it’s

actually a choice. The more you procrastinate, the

tougher it gets to stop. And as the deadline gets

closer, the work quality suffers, and stress builds up

( Gocotano, 2017)

Karafiloski (2018) suggests three ways to beat

procrastination: stick to your morning routine, start

now and finish by the real deadline, and stay

disciplined by focusing on what needs to be done. When

you're not feeling motivated, take small steps towards

your goal. Don't try to do everything at once. Take it

easy and remember that even small steps move you

forward. Avoid waiting until the last minute to do your

work. Instead, work steadily to avoid cramming. Focus

on the rewards you'll get when you finish your tasks.

Stay positive and surround yourself with good vibes.

Motivation is key to getting things done with effort

and passion. Another trick is to set deadlines for

yourself as if your boss assigned them and stick to

them like your boss is waiting for you to finish. Small

changes can make a big difference.

Psychologists say we procrastinate to avoid

feeling anxious about tough or boring tasks.

Villafuerte (2019) explains procrastination as simply

putting things off because we’re too lazy to start. But

he suggests ways to beat it: try working on the task

for just five minutes to see if you can keep going,

reward yourself when you finish, and cut out

distractions. Procrastination causes stress, guilt,

missed chances, and disappoints others. Having

confidence in yourself helps you tackle tasks.

II. Causes of Procrastination

Many people struggle with putting off tasks daily

because of various excuses, habits, thoughts, and

fears. These behaviors are connected and overlap, which

explains why participants in the study had similar

responses. They saw these behavior tendencies as

intertwined causes of procrastination.

The study found that while participants agreed

that all factors contributed to procrastination, they

ranked indecision as the most important cause. This

could be because some people find it hard to make

decisions and wait for others to decide for them,

especially in societies where authority figures like

parents or teachers are deferred to. Also, uncertainty

about outcomes can lead to indecision. Other factors

like poor time management and fear of failure also

contribute to procrastination.

Poor time management can result in missing

deadlines or doing tasks poorly due to time

constraints. Procrastination can also lead to anxiety

and affect personal and social interactions. Overall,

procrastination is more about poor self-regulation than

just poor time management.

Steel (2018) also argues that people who

procrastinate struggle to regulate themselves and

participate less in learning activities. He suggests

that procrastinators and non-procrastinators have

different levels of self-regulation skills.

 Self-regulated learners have various strategies

to choose from and use effective ones for their

learning. They’re good at managing their learning

process and have the right motivation and attitudes for

different academic situations.

Other reasons for procrastination mentioned in the

study, like lack of motivation, fear of failure, and

rebellious behavior, are also found in the literature.

The study also found gender differences in

procrastination, with male students being slightly more

likely to procrastinate than female students. This

matches what other studies have found, with males

rating the causes of procrastination higher than

females on the questionnaire. Similar patterns have

been seen in studies looking at procrastination and

test anxiety among other behaviors.

With deadlines looming and technology at our

fingertips, people nowadays often delay tasks, a

behavior known as procrastination, which can have

serious negative effects. This study aimed to find out

why students with learning disabilities in secondary

schools in Ilorin, Kwara State, Nigeria, procrastinate

academically. Researchers used a questionnaire to ask

students about different reasons for their

procrastination. The results showed that the main

causes were indecision, poor time management, lack of

motivation, fear of failure, disorganization, stress,

ineffective coping strategies, and peer pressure. These

findings also showed that boys and girls had different

reasons for procrastinating.

Kim and Lee(2015) conducted a study on senior

high school students, finding no significant

correlation between academic procrastination and

academic achievement. Similarly, Liu, Wang, and Chuang

(2019) found no significant correlation between

academic burnout and procrastination among senior high

school students.

Farina et al.(2020) focused on empathy's

involvement in learners’ academic burnout levels,

highlighting its correlation with burnout and

satisfaction in school relations. They suggested that

healthy empathetic skills can mitigate burnout.

Latipah et al.(2021) revealed a significant

relationship between academic procrastination and

social media use among Iranian senior high school

students during the pandemic. They suggested that self-

regulated learning and social media use intensity could

predict academic procrastination.

 Halmahera and Abdaminto(2021) found a significant

relationship between procrastination, academic

motivation, and self-regulated learning among senior

high school students. Their study emphasized the

importance of these variables in understanding student

behavior.

Garcia et al.(2021) emphasized the influence of

gadget dependency on procrastination among grade 12

STEM students, advocating for further research on its

impact on academic performance.

Espayos et al.(2022) focused on the linkage

between self-esteem and burnout among senior high

school students during the pandemic, revealing a

significant relationship between the two variables.

Chen et al.(2022) explored the impact of

attachment style on students' academic burnout, finding

a positive correlation between anxious and avoidant

attachment styles with burnout.

Sirois(2023) conducted a comprehensive review on

procrastination and stress, highlighting the importance

of contextual factors in understanding their

relationship.

Hall et al.(2024) conducted an international

longitudinal study revealing the significant negative

relationship between self-efficacy and procrastination,

and burnout among postsecondary faculty participants,

suggesting burnout as an antecedent of self-efficacy

and procrastination.

Students often delay their assignments until the

last minute due to various reasons. Firstly,

forgetfulness plays a significant role, as students may

miss announcements about homework or forget to check

class websites. This lack of awareness about pending

tasks can lead to leaving things until the last moment

unintentionally. Secondly, unclear assignment

expectations contribute to procrastination, especially

for students uncomfortable with uncertainty. Optimistic

time estimates also play a part, as students often

underestimate the time required to complete

assignments, leaving insufficient time to finish them.

Another factor is the presence of overly lenient

deadlines. When teachers fail to enforce deadlines,

students may not take them seriously, leading to a lack

of motivation to complete tasks promptly. Additionally,

students may struggle with knowing where to start,

feeling overwhelmed by the magnitude of assignments and

unsure about how to begin. Poor study routines and

distractions further exacerbate procrastination, as

students may prioritize leisure activities over

academic responsibilities.

Moreover, perfectionism and fear of failure can

paralyze students, causing them to delay tasks to avoid

anxiety about making mistakes. Difficulty regulating

emotions also contributes to procrastination, as

students may seek short-term relief from negative

emotions by avoiding assignments. Finally, too many

commitments can lead students to procrastinate as a

means of creating artificial free time, albeit

accompanied by guilt.

III. Consequences of Procrastination

People often delay tasks in different parts of

life like work, daily routines, health, hobbies,

family, and friends. Each area has its own rate of

procrastination and links to other factors. To

understand each area better, it's important to study

them separately. Studies have found two types of

procrastination: delaying decisions and delaying task

completion. We're focusing on delaying tasks, which

often means choosing easier tasks over harder ones.

This can lead to problems, especially in academics,

where students may struggle with exams and projects.

Like general procrastination, academic procrastination

can make people feel less satisfied with life and less

confident. It's also linked to mental health issues

like stress and depression. Studies suggest academic

procrastination has a bigger impact on well-being than

other areas.

A study at the University of Bristol in 2017

looked at how students there procrastinate. They

included 201 students from different ages and

backgrounds. The study focused on how often students

delay academic tasks, why they do it, and how it

affects them mentally. They found that almost half of

the students often delay their work, and nearly all

students are affected by procrastination in some way.

Reasons for procrastination include laziness, stress,

and finding assignments too hard. Many students feel

anxious when they procrastinate. Some recent research

suggests that chronic procrastination might be linked

to brain structure – people who procrastinate a lot may

have larger amygdalas, which are parts of the brain

that deal with emotions and motivation. Other studies

suggest that procrastinators tend to focus more on the

present and avoid thinking about the future, which

could be linked to an evolutionary survival strategy.

Procrastinators also tend to spend more time on

enjoyable activities like gaming or social media, which

can interfere with their academic work.

Procrastination means delaying something you

should do, even if you know it'll cause problems. It's

like a habit, even though it's bad for you. When you

procrastinate, you're putting off important tasks like

homework, work, or chores. It's something most people

struggle with, even though they know it's not good.

When students procrastinate, they often choose easier

or more enjoyable things to do instead of what they

planned, even if they know it's not the best choice.

It's like failing to control yourself and your actions.

Procrastination happens in different ways, and one

common type is academic procrastination, where students

delay starting or finishing their schoolwork. It's

really common among college students. Around 95% of

college students procrastinate, especially those who

have been in college longer. For example, 46% put off

finishing term papers, 27.6% delay studying for exams,

and 30.1% postpone finishing weekly tasks. Many

students want to change this habit – about 35% see

procrastination as a personal problem, and 62% want to

procrastinate less. Procrastination is a big issue for

students in the Philippines and can affect their grades

and stress levels. When students procrastinate, they

often delay important tasks, which can lead to failing

exams because they didn't study enough.

IV. Coping Strategies

Procrastination coping methods are extensively

explored in foreign literature. Research indicates that

among civil servants, maladaptive coping strategies

such as emotional concentration, avoidance, and denial

are predictive of procrastination.

Furthermore, studies conducted on students highlight

the significance of coping mechanisms in academic

contexts by demonstrating a correlation between reduced

levels of procrastination and successful coping

strategies including preparation and positive

reassessment.

The three most studied categories are namely

problem-focused coping, emotionfocused coping, and

avoidance coping. Problem-focused coping is also known

as task-oriented coping. The individual will try to

adopt problem-solving and decision-making skills, or

directly approach the source of stress to alter or

eliminate the stressful situation. Emotion-focused

coping is also defined as emotion-oriented coping. The

target will attempt to reduce or regulate psychological

anxieties, sometimes just by altering the meaning of

stressful events cognitively. This does not make the

situation better (Baqutayan, 2015). Avoidant coping is

a form of defensive regulation in which individuals

tend to neglect, distort or even escape from the

stressful demand (Pour et al., 2016).

Besides research claims on the associations

between a Sense of Coherence and coping, some other

studies also revealed the connection between coping and

academic procrastination. Kandemir et al. (2014)

investigated 374 undergraduates in Turkey. They found

that academic procrastination relates to avoidant but

discordantly correlates with active planning coping.

Similar research was done by Sirois and Kitner

(2015). They surveyed 1003 undergraduate students. The

findings showed that procrastinators used maladaptive

coping strategies to escape negative emotions for a

short period.

In a review study, Beruin et al.(2018) identified

external causes including an excessive workload and

insufficient instructor support, as well as internal

issues like laziness, fear of failure, and poor

learning aptitude.

Setting deadlines, getting rid of distractions,

and having parents keep an eye on their children can

all assist pupils overcome procrastination, according

to a different study by Alih and Alvarez (2018).

Meanwhile some studies have verified the

associations between a Sense of Coherence and coping

strategies. They claimed that individuals with a higher

level of Sense of Coherence possess higher confidence

and can react to challenging situations more flexibly.

Therefore, they manage to enhance coping strategies

indirectly for a quality life. A sense of Coherence

helps people to pay attention to their adapting or

coping styles and causes them to remain healthy in

distressing circumstances (Mayer et al., 2019).

This suggests that good coping mechanisms can

lessen procrastination tendencies. The importance of

coping methods in preventing procrastination and

increasing productivity in a variety of situations is

generally highlighted by foreign literature.

Studies that have already been conducted on coping

mechanisms for academic procrastination in the

Philippines have found a number of variables and

methods.
 Abu-Kaf and Khalaf (2020) conducted a study on 170

Arab undergraduate students. They found that a Sense of

Coherence is negatively correlated with avoidant coping

but positively reflected in active coping. Similarly,

Furthermore, Austria-Cruz (2020) emphasized the

function of spirituality as a coping strategy for

procrastination, which is strongly linked to academic

stress.

Konaszewsk et al. (2021) examined 632 Polish

undergraduates and suggested that a Sense of Coherence

is ultimately projected in task-oriented coping but

negatively reflected in emotion-oriented coping.

These studies shed light on the variables driving

academic procrastination and offer solutions for

instructors, parents, and students.

Putting things off is a big problem for students

and it affects how well they do in school and how they

feel. This review looks at lots of different studies

about why students procrastinate, what happens because

of it, and how they try to deal with it.

Reasons why students procrastinate include being

afraid of failing, wanting things to be perfect, not

feeling confident, and struggling to manage their time

well. Being easily distracted by their surroundings,

having too much to do, and finding it hard to regulate

their own behavior also make it harder to get things

done on time. Plus, how they feel about tasks and their

emotions, like feeling anxious or bored, can also make

them put things off.

Putting things off doesn't just affect how well

students do in school. It can also make them feel

stressed, bad about themselves, and not so good

mentally. When they keep delaying things, they might

feel guilty, wish they did things differently, and not

be happy with what they've accomplished. This can make

them keep procrastinating, making it even harder to do

well in school.

Students use different ways to deal with

procrastination. They might change how they think about

tasks, set goals they can actually reach, divide tasks

into smaller parts, manage their time better, get help

from friends, and be kind to themselves. Also, they can

try to believe in their own ability to improve and find

reasons inside themselves to do things. These

strategies can help them stop procrastinating and get

things done on time.

In conclusion, to really understand why students

procrastinate, we need to look at all the different

things that make them put things off. Studying what

students say about why they procrastinate helps us see

 what causes it, what happens because of it, and how

they try to deal with it. This can help teachers,

counselors, and people who make rules for schools know

how to help students do better. By fixing the things

that make students procrastinate and teaching them

better ways to deal with it, we can help them do well

in school.

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 CHAPTER 3

METHODOLOGY

This chapter presents the research methodology. It

includes the research design, research environment,

sampling design, research respondents, data gathering

procedure, and statistical process of the study.

Research Design

The study aimed to understand the procrastination

patterns among ABM 11 students, investigating its

causes, consequences, and coping strategies. It employs

a qualitative approach using a descriptive research

design. Descriptive methodology refers to the research

questions, design, and data analysis applied to the

given topic. This approach is appropriate for this

study as it examines the causes, consequences, and

coping strategies experienced by ABM 11 students,

likely influenced by procrastination. The approach was

utilized to process the data gathered from interviews,

which were analyzed based on their relevance and

sensitivity to the problem outlined in the study.

Research Environment

The study was conducted at a secondary school in

the San Miguel district of Zamboanga del Sur. The

school is situated in Betinan, San Miguel, Zamboanga

del Sur, and was established on January 1, 1997. This

national high school in the district offers both Junior

High School and Senior High School programs and was

selected by the researcher due to their observation

that procrastination, a timely and prevalent issue,

affects students, particularly those in the 11th grade

ABM program.

Sampling Technique

For the qualitative investigation titled

"Understanding Procrastination Patterns Among ABM

Students: A Qualitative Investigation into Causes,

Consequences, and Coping Strategies," a purposive

sampling design will be employed to ensure all ABM 11

students are chosen as respondents. The inclusion

criteria will specify that only grade 11 students

enrolled in the ABM track are eligible to participate.

Consent forms will be distributed to both students and

their parents/guardians to ensure informed consent

before participation. Data collection methods such as

interviews will be utilized to gather rich, qualitative

insights into procrastination behaviors among ABM 11

students. Ethical considerations will be prioritized,

ensuring confidentiality and anonymity of participants.

Finally, data analysis will involve thematic analysis

or other qualitative analysis methods to identify

patterns, themes, and variations in procrastination

behaviors, causes, consequences, and coping strategies

among ABM 11 students.

Research Participants

A total of 22 students in Grade 11 ABM at Betinan

National High School in the San Miguel district of

Zamboanga Del Sur served as respondents for the study.

Only officially enrolled Grade 11 ABM students for the

S.Y. 2023-2024 were considered participants in the

study. They were chosen as respondents because all of

them have observed tasks being continually postponed,

leading to accumulation and potential neglect.

Research Instruments
 To gather data for this study, the researchers

will utilize applicable research instruments, such as

structured interviews, where necessary questions for

conducting the interview are readily available. The

researcher prepared a set of questions for the

respondents, encouraging them to answer as truthfully

as possible. They will use necessary materials, such as

a ballpoint pen and notebook, to jot down the

respondents’ answers.

Data Gathering Procedures

In gathering the data of this study, the

researcher has undergone several steps and they were

described thoroughly using the “before-during-after”

format.

After the research paper was introduced, the

researcher was instructed to come up with a topic in

which they could identify the issues or different

problems encountered during the study. This way, the

researcher could learn about the problem, have

opportunities to collect data, and decide on the next

steps to take.

Once the topic of the study was formulated, it

underwent several rounds of checking and revision

before finally being approved.

 After obtaining approval for the topic, the

researcher proceeded to formulate the first chapter,

wherein the problem and its settings were introduced.

This chapter underwent several revisions before moving

on to the second chapter. The researcher began working

on the second chapter a few weeks after finishing the

first one.

Upon completing the second chapter, the researcher

formulated the research instruments, which are

questionnaires to be given to the subjects; this is

where the data will be collected.

At this point, the selection of subjects came into

play. They were chosen using a purposive sampling

design to ensure all ABM 11 students were selected as

respondents.

After collecting data from the subjects using the

research instrument, the researcher moved on to the

next step. This chapter presents the research method

used, the research sample, the research instrument, the

formula the researcher will be using to compute the

given data, and the data gathering method.

Subsequently, the researcher distributed a

permission letter sent by the researcher to the office

of the school's principal to acquire permission to

proceed with the study. After confirmation, it was

submitted to the Practical Research Subject Teacher as

a response to the principal's instruction. Then, a

letter of communication was sent by the researcher to

the Classroom Adviser of the students of ABM 11 at

Betinan National High School for a Letter of permit for

the researchers to interview the chosen respondents.

After acquiring the adviser's permission, the

researcher assessed the number of samples to be

involved in the sample. The researcher then organized

the sample according to their surnames.

Moreover, Informed Consent forms for the

respondents who were 18 years old and above, and Assent

Forms for the respondents whose age is below 18, were

prepared. The two forms were personally given by the

researcher to the respondents, whereby information was

provided on the purpose of the study and instructions

on how the research will be conducted. Along with this,

the researcher informed the respondents regarding the

schedule of the interview. On the day of the interview,

the researcher went to the respective classroom. Before

its administration, the researcher reviewed the process

with the respondents and explained how it would be

conducted. After that, the researcher made it clear

that the findings and their identity would remain

confidential. Finally, the researcher interviewed every

participant while jotting down their answers. After the

interview was completed, the researcher showed

gratitude for their responses and time.

Thereafter, the researcher analyzed every

respondent's answers to translate the data to be

treated. Afterward, the researcher analyzed the

responses of every participant. The results obtained

were kept confidential. Hence, the researcher made sure

that no further details related to the involved

participants would leak, ensuring adherence to the Data

Privacy Act of 2012."

Statistical Process

Mean and standard deviation were used to summarize

and analyze real data, while inferential statistics

helped understand the descriptive level of language

learning methods and perceived communication abilities

of the participants. Tables were created to summarize

the data from the participants’ responses.

To study procrastination among ABM students and

its causes, consequences, and coping strategies, we'll

use the Pearson Product-Moment-Correlation Test to see

if there's a significant relationship between students'

language learning approaches and how well they feel

they can communicate.