ACKNOWLEDGEMENT

This study would have not been possible without the support accorded to us by the

various individuals:

First and foremost we would like to thank God for his guidance and provision of peace

and patience of mind throughout our study period.

To our friends and classmates who were always there when we needed a helping hand.

To our families for their unconditional love and support, encouragement and motivation

when we were losing hope caused by the difficult hardships.

To our mentor, professor and class adviser, Dr. Nerissa M. Revilla, who patiently took

time to guide us step by step and provided us with academic support, and encouraging

us to aim higher and work harder every day. We thank her for being a second mother to

all the researchers this semester.

And lastly, to the respondents of CAS who willingly answered our surveys and

interviews to make this entire research possible.

1
 Abstract of the Study

Title: “The Level of Procrastination of the CAS students in San Beda

University A.Y. 2018-2019”

Researches: Caballero, Ervin

Cenon, Thea

Bernardo, Nina

Degree : Bachelor of Science in Legal Management

School: San Beda University - Manila

Adviser: Dr. Nerissa M. Revilla

Year: July-November 2018

There are a lot of students complaining how hard schoolwork’s are other studies

show that reason for people having a hard time doing their work is due to

procrastination and because we the researchers think that procrastination is one of the

main cause it became the topic for the study.Procrastination causes students unable to

complete their task very well. When the students procrastinate, they wait until last

minute to start doing assignments. They come up with some great excuses in order to

feel less uncomfortable or guilty about delaying tasks given. While attending College

2
some students find it hard to juggle work, family, and friends. Leading most students

down a dangerous path to procrastination becomes that negative impact which affects

students from their physical health, mental health, and social health. Everyone has daily

burdens and responsibilities that they would prefer to avoid rather than begin. For

college students that burden becomes anything relating to college academics, from

homework assignments, to essays due next week, or projects.This research study is an

attempt to determine if such procrastination affects the emotional and social standing of

the students positively or negatively. Feelings such as guilt, depression and other

relevant matters will be evaluated. Also one of the objective of the study is to know how

the students can beat or avoid procrastination.

This research aims to provide information on the procrastination of students why

they do it, how much do they procrastinate, how it affects their lives or their study and

find their most preferred way to beat procrastination by asking them to answer

questionnaires which will provide the data for this research. The researchers conducted

a survey on 91 students of the College of Arts and Sciences of San Beda University

through a simple random sampling the survey containingcheck the box and answer from

1-5 questions to determine which reason for procrastination do they agree to and which

method will help them with their procrastination and to determine the degree on how

procrastination has affect certain factors in their life or they themselves.

3
 Based on the findings from the survey the respondents believe that social media

is the biggest factor of procrastination of students voted 76 times or by 84% of the

sample population. This means that social media is cited as the largest source of

procrastination. Unconsciously, the browsing on their phones, laptops and other

electronic gadgets, makes them lose track of time and conceals the urgency for them to

start and eventually finish important tasks. Second from social media is the lack of

motivation 65 or 71% voted, it is not far off from social media because not having the

motivation to work will lead to the student not wanting to do it and procrastinate his work

and motivation is problem personal to the respondent and there can be a lot of cause

due to lack of motivation. While on the other hand least of the students believe that fear

of failure paralyzes them to do work a total of only 27 votes or by 30%.. This means that

their procrastinations are not derived from fear but from other factors and that simply

distracts them one way of another. The researchers also found that the level of

procrastination by the students is not grave the one that came up top is that students

like the pressure of an oncoming deadline but still need a solid time reserve voted 65

or 71%. This is where the researchers conceptual framework comes in because the

temporal time distance makes students lose feeling of the weight or the importance to

do something. It was also found that not being able to finish works assigned to the

students makes them lose motivation to attend class with a weighted mean of 2.37,

this may be due to the fear of the student getting criticized or getting scolded by his

teacher or professor which was answered slightly agree in the survey which means it is

the case for some students. The findings also showed that students don’t feel guilty at

all when they procrastinate, weighted mean of 3.47. Students tend to give up once they

4
know there is not enough time to finish their work with a weighted mean of 2.56 and a

number of respondents agree to them feeling guilty when there is a bad outcome due to

their procrastination weighted of 2.77

We the researchers conclude that procrastination is a very common occurrence

to College students. Social Media and lack of motivation are the biggest factors leading

to procrastination that students do not mind not doing anything as long as they know

they can do everything the last minute and that students do not care when they

procrastinate they are actually aware that they are not doing their work and most intend

to procrastinate but get guilty only at the time when they see the bad results they

receive due to procrastination. It can also be concluded that procrastination affects the

attendance of students due to them losing confidence when they don’t get to finish their

work and fearing the criticisms they will get due to them not having any work done.

Overall it can be concluded that procrastination is really a case for all students it just

differentiates to the degree of procrastinations they do and in the CAS department of

San Beda College it can be concluded that the procrastination is not a serious case but

still everyone is doing it.

5
 TABLE OF CONTENTS

ACKNOWLDEGMENT ...................................................................... 1

Abstract of the Study ...................................................................... 2

CHAPTER 1

The Problem and its Background ......................................... 9

Theoretical Framework .......................................................... 13

Conceptual Framework ......................................................... 14

Statement of the Problem ..................................................... 15

Significance of the Study ..................................................... 16

Definition of Terms ................................................................ 17

Scope and Delimitation ......................................................... 18

Review of Related Literature ................................................. 19

CHAPTER 2

Method of the Study ............................................................... 24

6
 Instrument / Techniques ....................................................... 24

Construction .......................................................................... 24

Validation ............................................................................... 25

Sampling Procedure ............................................................. 26

Treatment of Data ................................................................. 27

CHAPTER 3

Presentation, Interpretation and Analysis of Data ........... 29

CHAPTER 4

Summary, Conclusions, and Recommendations .............. 40

Summary of Findings ........................................................... 40

Conclusion ............................................................................ 43

Bibliography ................................................................................... 45

Appendix A .................................................................................... 46

Appendix B .................................................................................... 47

7
 LIST OF TABLES

TABLE NO. TITLE PAGE

Table 1.1 Reason for Procrastination of Students 25

Table 2.2 Level of Procrastination of Students 26

Table 3.1 Attendance 27

Table 3.2 Study Habits 28

Table 3.3 Submission of Requirements 29

Table 4.1 Feeling of Guilt 30

Table 4.2 Inadequacy 30

Table 4.3 Depression 31

Table 4.4 Self Doubt 32

Table 5.1 How to Beat Procrastination 33

8
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

As academic institutions evolve, each administrative body of schools and

universities tend to adapt new ways of teaching especially in college. This includes

adding more work load to students as a way to comprehensively train them during their

stay in the campus. As a result, students are required to comply with various activities

such as home works, projects, reporting, researches and of course studying for exams

and daily recitations. Some academic institutions even require the students to

participate in co-curricular activities. With that being said, there is no doubt that

students today must have an inherent sense of responsibility. But there are still a

number of students who have a difficulty in comprehending their studies and let alone

complying with other tasks and requirements. In short, many students are still struggling

in adapting to their college life and responsibilities.

Students nowadays have many factors as to why they fail to do important tasks

wherein failure to comply with these tasks usually results to low performance,

incompetent outputs and failed remarks. One of the many reasons students fail is

because of procrastination. Procrastination can have a negative effect on students’

schoolwork, grades, and even their overall health.

Procrastination actually does quite an impact to students because in the long

run it becomes a struggle and a habit that is difficult to overcome. Once the students

9
enter college and start receiving more take-home assignments and larger projects,

students who are quite used to the bad habit of procrastination tend to receive lower

grades than their peers. Some students are used to procrastinating and still the idea of

cramming until the last minute favors them but to most this leads to failure and low

results.

The dictionary definition of the verb “procrastinate” is “to postpone, put off,

defer, prolong.” The word comes from the joining of two Latin words: pro, meaning

“forward,” and crastinus, which means “belonging to tomorrow.” Forward it to tomorrow,

otherwise known as “I’ll do it later.”

Procrastination is a tendency to postpone, put off, delay, reschedule, take a rain

check on, put on ice, hold off, or to defer what is necessary to reach a particular goal

(Roget's 21st Century Thesaurus, Third Edition. Philip Lief Group 2009)

First and foremost, procrastination causes students unable to complete their task

very well. When the students procrastinate, they wait until last minute to start doing

assignments. They come up with some great excuses in order to feel less

uncomfortable or guilty about delaying tasks given. While attending College some

students find it hard to juggle work, family, and friends. Leading most students down a

dangerous path to procrastination becomes that negative impact which affects students

from their physical health, mental health, and social health. Everyone has daily burdens

and responsibilities that they would prefer to avoid rather than begin. For college

students that burden becomes anything relating to college academics, from homework

assignments, to essays due next week, or projects.

10
 In prior studies, academic procrastination has been discussed as an influencing

factor of academic misconduct. However, empirical studies were conducted solely

cross-sectionally and investigated only a few forms of academic misconduct. This large

scale web-based study examined the responses of between 1359 and 2207 participants

from different academic disciplines at four German universities to address the effect of

academic procrastination on seven different forms of academic misconduct (using

fraudulent excuses, plagiarism, copying from someone else in exams, using forbidden

means in exams, carrying forbidden means into exams, copying parts of homework

from others, and fabrication or falsification of data) and its variety. In measuring

academic procrastination six months prior to academic misconduct, we found that

academic procrastination affected the frequency of all forms of academic misconduct

and its variety. We found the strongest effect of academic procrastination on using

fraudulent excuses(Studies in Higher Education, 2014).

Two common definitions of procrastination are “the purposive delay in

thebeginning and/or completion of an overt or covert act, typically accompanied

bysubjective discomfort” (Ferrari, 1998, p. 281) and "to voluntarily delay an

intendedcourse of action despite expecting to be worse off for the delay” (Steel, 2007, p.

66).

These two definitions reflect the assumptions that procrastination is something that

anindividual is knowingly doing, and that it is a dysfunctional form of delaying.

This present study is focused on analyzing the level of procrastination of the CAS

students in San Beda University for the academic year of 2018-2019. The study also

11
aims to evaluate the effects of procrastination to students as to their academic

performance. We also intend to understand where the students are coming from and

therefore we will further investigate to reasons that causes the habit procrastinating.

Furthermore this research studyis an attempt to determine if such procrastination

affects the emotional and social standing of the students positively or negatively.

Feelings such as guilt, depression and other relevant matters will be evaluated. Also

one of the objective of the study is to know how the students can beat or avoid

procrastination.

12
 THEORETICAL FRAMEWORK

Construal Level Theory

Psychological Distance

Concrete, Complicated,
unstructured, not integrated,
contextual, secondary, superficial,
low, unrelated to goals,
corresponds to “how” questions
(Temporal, special, social or hypothetical distance) Abstract, simple, structured,
integrated, out of context, primary,
Small Large neutral, related to high goals,
corresponds to “why” questions

Construal level theory (CLT) is a theory in social psychology that describes the relation

between psychological distance and the extent to which people's thinking

is abstract or concrete. The general idea is that the more distant an object is from the

individual, the more abstract it will be thought of, while the closer the object is, the more

concretely it will be thought of. In CLT, psychological distance is defined on

several dimensions—temporal, spatial, social and hypothetical distance being

considered most important, though there is some debate among social psychologists

about further dimensions like informational, experiential or affective distance.

13
 CONCEPTUAL FRAMEWORK

Construal level theory as applied to procrastionation

(Temporal distance of deadlines) Farther Deadline=Lesser

Closer deadline=More pressure
Pressure
Small Large

We the researchers used construal level theory using temporal distance or distance by

time to explain why students tend to procrastinate. As seen from the framework the

farther the gap is from a deadline the less pressure a student will feel thus making him

feel there is a lot of time to do other things making him procrastinate. On the other hand,

the closer a deadline a student has the more pressure he will receive thus feeling the

need to make the required works for that deadline.

14
 STATEMENT OF THE PROBLEM

Procrastination is the disease eating away at student productivity –we're facing an

epidemic. Kids often put more value on what is happening today than what will happen

tomorrow. This can make working on homework and assignments something they push

off until they absolutely have to. Pair that with the fact that many students’ dislike the

idea of doing schoolwork at home, and you have the perfect recipe for a procrastination

problem.

In light with this problems acknowledged, the researchers, through this study, desires

to unveil the perspective of the CAS students of San Beda University-Manila currently

enrolled in the first semester of academic year 2018-2019 as to the following:

1. What are the reasons for the procrastination of the respondents?

2. What is the level of procrastination of the respondents?

3. To what extent does procrastination affect the following:

3.1 attendance

3.2 study habits

3.3 submission of requirements

4. How do the following factors of procrastination affect the respondent’s life?

4.1 feeling of guilt

4.2 inadequacy

15
 4.3 Depression

4.4 Self-doubt

5. How should the respondents beat procrastination?

SIGNIFICANCE OF THE STUDY

This research aims to identify the level of procrastination of the CAS students in San

Beda University.

Procrastination in large part reflects perennial struggles with self-control as well as

the general human inability to accurately predict how we'll feel tomorrow, or the day

after. "I don't feel like it" takes precedence over goals; however, it then begets a

downward spiral of negative emotions that deter future effort.

There are big costs to procrastination: It is internally troubling, leading to such

problems as insomnia, immune system and gastrointestinal disturbances, and it erodes

personal relationships and teamwork in the workplace.

In lieu, this study will serve as a learning paradigm and could be highly significant

and beneficial specifically the following:

(1) For the students, the results from this research will benefit them wherein they can

understand their procrastination problems and will then find solution for it whether ofor

the purposes of academic discipline or behavioral self-control.

16
 (2) for parents, it is beneficial for them to be aware of the causes that leads their

child to procrastinate which ultimately leads to incompetent results.

(3) As for the lecturers, this research may help them to know that some

procrastinators do to meet their academic requirements is not easy, so the result from

this research may give the lectures an overview to how to approach the matter.

Helping students improve their learning skills and develop motivation for their

work are the keys to helping students complete homework and assignments on time,

reduce school stress, and put an end to procrastination for good.

DEFINITION OF TERMS

 Procrastination - the act or habit of procrastinating, or putting off or delaying,

especially something requiring immediate attention

 Prudent-characterized by, arising from, or showing prudence: such as marked by

wisdom or judiciousness

 Phenomenon- a fact or situation that is observed to exist or happen, especially

one whose cause or explanation is in question.

 Insurmountable- too great to be overcome.

 malleable-easily influenced; pliable

 Retrospect -a survey or review of a past course of events or period of time.

17
 Anxiety-a feeling of worry, nervousness, or unease, typically about an imminent

event or something with an uncertain outcome.

 Impediment-a hindrance or obstruction in doing something.

 Univariate-involving one variate or variable quantity.

SCOPE DELIMITATION

Out of 2,056 students in the College of Arts and Sciences, 91 students were the

participants who answered the questionnaire. This study limits its coverage to the

CAS students of San Beda University for A.Y. 2018-2019 only. Its main purpose is to

assess the level and factors of procrastinations that affect the students, and to

identify the frequency of academicprocrastinations among the CAS students in their

academic tasks that they encounter to proposepossible solutions regarding this

problem.

18
 REVIEW OF RELATED LITERATURE

Understanding procrastination

Procrastination has been a problem for people trying to do work, but is always seen as

just a person being lazy, in recent studies it was demonstrated that it is not just about a

person being lazy. This study aims to demonstrate what are the causes of

procrastination, why students keep on doing it and how to defeat procrastination.

According to Marina Goroshit academic procrastination has been seen as an

impediment to students’ academic success. 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 (Marina Goroshit, M. H. 2012). A sample of

339 students (81% female) completed an on-line survey that included measures of trait

procrastination, mindfulness, perceived stress, and perceived health. Univariate

analyses revealed that procrastination was associated with low mindfulness, high

stress, and poor perceived health Tosti, N. (2012). This studies show that people are

prone to procrastinate and will procrastinate due to different reasons, that there a lot

more underlying factors to procrastination. But while there may be a lot of reasons to

procrastinate sometimes people are just really being lazy and this may also be due to

the environment where a person is in. According to cosmos magazine laziness could be

contagious, and you might have your friends, colleges and family to blame. The

researchers found that people become significantly more impatient, lazy or prudent after

observing the behaviour of somebody more susceptible to these traits. Additionally, the

19
mathematical structure was confirmed when they found that subjects guess the

attitudes of others to be similar to their own. They also found that people change their

own positions to align with the attitudes of others once they discover what they are

(Howden, J. 2017). Another research shows that bivariate correlations showed that

efficacy expectations and anxiety had significant, individual relationships with

procrastination. When these variables were entered into a regression model, only

cumulative efficacy strength was a significant predictor of procrastination. Implications

for practice and research suggestions are discussed (Haycock, Laurel. McCarthy,

Patricia. Skay, Carol. (2011, December). This study concluded that social relations

affect ones work and was demonstrated in a groupwork.

Academic Interventions

Procrastination is a widespread phenomenon in academic settings. It has been studied

from many different theoretical angles, and a variety of causes and consequences have

been suggested. Recent studies support the notion that academic procrastination can

be seen from a situational perspective and as a failure in learning self-regulation. It

suggests that interventions should address situational as well as deficits in self-

regulation to help students overcome their procrastinating tendencies. The present

review examined the recent literature on causes and consequences of academic

procrastination and the limited number of studies of academic interventions for

academic procrastination. Findings of this review strengthen the need to further study

the topic of academic interventions for academic procrastination and to develop

20
effective interventions. At the end of this review, several suggestions for the

development of academic interventions are outlined. (Shlomo, Z. 2018).

Procrastination is typically taken as an irrational or a self-defeating delay, to be worse

off for putting off. After a historical review of definitional efforts, Steel (2007) integrates

previously established key components to produce, “to voluntarily delay an intended

course of action despite expecting to be worse off for the delay.”

As per the definition of procrastination, there are certain inherent problems in identifying

when procrastination occurs. It may not be entirely clear to the observer or even the

individual. The degree of intentionality of the task is not always evident and possibly

malleable in retrospect. Obstacles may intervene hindering speedy completion of the

task that are as seen insurmountable by the individual but only inconvenient by an

observer. Also, the consequences of the delay may not be evident, allowing the overly

optimistic, who truly believes there is plenty of time left, to appear to be a procrastinator

to a dispassionate observer. Finally, standards and desires differ so the exact same

consequences for delay can be procrastination by one, who is worse off, but not for

another (Silver and Sabini, 1981)

Academic Procrastination

Procrastination is not a matter, solely, of having poor time management skills, either,

but rather can be traced to underlying and more complex psychological reasons. These

dynamics are often made worse by schools where students are constantly being

21
evaluated, and especially in college where the pressure for grades is high and a lot can

be riding on students' performance. In reality, procrastination is often a self-protection

strategy for students. For example, if you procrastinate, then you always have the

excuse of "not having enough" time in the event that you fail, so your sense of your

ability is never threatened. When there is so much pressure on getting a good grade on,

say, a paper, it's no wonder that students want to avoid it and so put off their work. For

the most part, our reasons for delaying and avoiding are rooted in fear and anxiety-

about doing poorly, of doing too well, of losing control, of looking stupid, of having one's

sense of self or self-concept challenged (Spring 2007),

Overcoming procrastination

First, to overcome procrastination you need to have an understanding of the reasons

why you procrastinate and the function procrastination serves in your life. You can't

come up with an effective solution if you don't really understand the root of the problem.

As with most problems, awareness and self-knowledge are the keys to figuring out how

to stop procrastinating. For a lot of people acquiring this insight about how

procrastination protects them from feeling like they are not able enough, and keeping it

in mind when they are tempted to fall into familiar, unproductive, procrastinating habits

goes a long way to solving the problem. For instance, two psychologists, Jane Burka

and Lenora Yuen, who have helped many people overcome procrastination, report in

their article, "Mind Games Procrastinators Play" that for many students "understanding

the hidden roots of procrastination often seems to weaken them".(Psychology

Today, January, 1982),

22
 To defeat procrastination according to Dembo it was said that sa self-

management approach is needed if one aims to learn effectively and be motivated in

school. A student must plan for what he wants and have the discipline to follow these

plans. It is required that a person is also enjoying what he does or else it will not

motivate him to work for his goals. Dembo, M. H. (2000).

23
 CHAPTER 2

METHOD OF THE STUDY

INSTRUMENTS / TECHNIQUES

In order to gather all the necessary information needed for this study. The main

instrument used is the survey questionnaire. This section shall further discuss the

construction, validation and administration of the questionnaire.

CONSTRUCTION

This research all started with a proposal we presented to our professor, Dr.

Nerissa M. Revilla. The team came up with various research topics, but because of the

lack of sources and datas that we could gather, these topics were denied. Again, the

team tried to present a topic that we could propose. It took us a couple of failed

proposals before we finally arise to a good topic. Finally, we produced a topic that we

could tackle and discuss easily and profoundly. “The Level of Procrastination of the

College of Arts and Sciences Students in San Beda University A.Y. 2018-2019” was the

approved topic that our professor agreed on.

For the statement of the problem, the team with the help of our professor,

formulated problems that our research paper would focus on. The team agreed to focus

on the level and the reasons behind the procrastination of the CAS students of San

Beda University. These research problems underwent thorough discussion before

reaching the final set of questions.

24
 Henceforth, we came up with the approved statement of the problem. With the

help of our professor, we were able to determine the methods and instruments that

would use for gathering datas. The team decided to use the survey method which will

be conducted through our approved questionnaire. Through the set of issues we

gathered in our statement of the problem, we created a survey that contains questions

that will help us get informations and answers regarding the said topic.

VALIDATION

The researchers formulated questions that is within the scope of the study. But

before coming up with the final set of questions, the team had series of rejected

proposals. The plan of overview started upon the endorsement of the issues which the

study must answer through the course of the research. The proposal of survey

questions has been subjected to disapproval due to a general thought. Dr. Nerissa M.

Revilla, directed an investigation of the substance of the questionnaire and after

observing that the survey would not have the capacity to answer the announcement of

the issue it was rejected for approval.

Another questionnaire was put together by the team to Dr. Nerissa M. Revilla for

review and still because of absence of giving conceivable responses to the research

issue it was by and by precluded from claiming approval.

The team perceived and reproduced the questionnaire, now containing the

rectifications made by Dr. Nerissa M. Revilla to have the capacity to fulfill the research

issues. After further updates, the third survey was put together by the researchers and

25
was indeed assessed to see regardless of whether the recently submitted questionnaire

could answer the issues raised by the research problem. After investigation of the

survey, it was approved, given that the minor modifications set by her were put into

thought in the amendment of the questionnaire.

SAMPLING PROCEDURE

The population chosen by the researchers are the CAS Students of San Beda

University 2018-2019. In order to get the sample size the researchers must first acquire

the total number of CAS Students of San Beda University 2018-2019. Second is to

compute using Slovin’s formula below:

n= N

(1+Ne^2)

91= 10

(1+2056x.1^2)

Using the Slovins formula to get our sampling population we have gotten a total of 91

respondents and we will be using that number for our population in our survey.

26
TREATMENT OF DATA

In this study the researchers used statistical formulas to analyze and interpret the data

gathered from the questionnaire answered by the students of San Beda University.

Percentage is used as a statistical technique particularly when comparing sizes of

different magnitude. The formula for percentage is:

P=F
X100
N
Where P = Percentage

F = Frequency

N = number of population

To determine the extent in the given problem or question, the mean was used, and it

was interpreted through the use of the range which will determine the verbal

interpretation of the data gathered. The formula used to get the mean is:

Where = mean

= sum of all scores

n = sample size

27
While the interpretation for the range of the value of the mean and standard deviation in

terms of verbal description will be as follows:

Weight Value Mean Interpretation

5 1.00-1.80 Strongly Agree

4 1.81-2.60 Agree

3 2.61-3.40 Slightly Agree

2 3.41-4.20 Disagree

1 4.21-5.00 Strongly Disagree

28
 CHAPTER 3

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

1.1) What are reason of procrastination of students

Answer Frequency Percentage

1.1 I spend more time on social media than doing my
work. 76 84%
1.2 I spend more time on games than doing my work.
46 51%
1.3 Fear of failure paralyzes me to do work.
27 30%
1.4 I lack the motivation to do my work.
65 71%
1.5 I forget that I have work to do.
46 51%
1.6 I don’t observe time management.
51 56%
1.7 I want to make my work perfect making it more time
consuming to finish
31 34%
1.8 Lack of understanding of the task keeps me from
finishing my work.
44 48%
1.9 When there is too much work I get pressured and
lose my motivation to work. 49 54%
Table 1.1 Reason for Procrastination of Students

The table provided above shows the answer of the respondents to the question what is

the reason of procrastination of students. In other words, these are the reasons that

make students procrastinate instead of starting on their tasks. In answering the

questionnaire of this research the respondents were allowed to have more than one

answer and it can evidently show the result that most of them answered that spending

their time in social media than doing their task has been voted 76 times or by 84% of

29
the sample population. This being the main reason of procrastination in the total number

of respondent answers. It can also be inferred in the results that only a small number of

the population voted for the reason that fear of failure paralyzes them to do work, a total

of only 27 votes or by 30%.

The respondents believe that social media is the biggest factor of procrastination of

students therefore social media is cited as the largest source of procrastination.

Students would prefer browsing on social media network venues such as Facebook,

Twitter, Instagram, Youtube, Pinterest and many more. Unconsciously, the browsing on

their phones, laptops and other electronic gadgets, makes them lose track of time and

conceals the urgency for them to start and eventually finish important tasks. While on

the other hand least of the students believe that fear of failure paralyzes them to do

work. This means that their procrastinations are not derived from fear but from other

factors and that simply distracts them one way of another.

Social networks were designed as a means of entertainment but if you get to overdo it

then it becomes a distraction from your real world. Distractions should be used to our

advantage and not become means to pull us down. For example if you rely on the

internet as your source of entertainment but you end up overdoing it then it is much like

being entertained by watching TV yet end up watching TV the entire day because you

were entertained by it. In the end, you did nothing else and your day was not productive

at all.

In Ceri M. Sim’s paper on self-regulation coaching she notes, “It is no wonder that

academic activities lose out over more alluring and readily available pursuits such as

30
online gaming, social networking, and mobile phone text messaging that can bring

immediate satisfaction all day long (Hedin, 2012). One research study found that

student Facebook users were more prone to distraction and claimed that it prevented

them from getting on with their work (Kirschner & Karpinski, 2010)

2.2 level of procrastination of students

Weighted Mean Rank Interpretation

2.1 I immediately start Slightly Agree
working as soon as a
task arrives. 3.00 5
2.2 I work on something Slightly Agree
little by little. 3.03 4
2.3 I start working on Slightly Agree
something the last
minute/day. 2.89 6
2.4 I like the pressure of Slightly Agree
an oncoming deadline,
but I still need to have a
solid time reserve. 3.36 1
2.5 I give up working Agree
once I know there’s not
enough time. 2.31 10
2.6 I observe time Slightly Agree
management. 2.70 8
2.7 I prioritize work over Slightly Agree
other things. 3.14 2
2.8 I look for reasons not Slightly Agree
to do work. 2.68 9
2.9 I often just laze Slightly Agree
around. 3.08 3
2.10 I prioritize doing Slightly Agree
least important things
than the important ones. 2.85 7

31
2.2 level of procrastination of students

Table 2.2 Level of Procrastination of Students

The table above shows the level of procrastination of students. Ranking number 1 is

the pressure of an oncoming deadline wherein students still need to have a solid time

reserve with a weighted mean of 3.36 of the total responses. And in the lowest rank,

number 10 with a weighted mean of 2.31 is that students give up working once they

know there is not enough time. It can be interpreted from the following data that there is

a high level of existing procrastination. Most of them favors the idea the pressure of an

oncoming deadline because putting off tasks until the resulting deadlines get closer and

there comes a point at which the person will fire into action but this still leads to

procrastination because instead of using free time to lessen work load, people would

prefer cramming on a limited amount of time.

3. 3 To what extent does procrastination affect the following:

Attendance, Study Habits, Submission of Requirements

Table 3.1 Attendance

Attendance Weighted Interpretation

Mean
1. I don’t want to attend my class whenever I have
unfinished school work 2.37 Disagree
2. I still go to my class even if I am unprepared 3.43 Agree
3. I am afraid that my professor will get mad at me Slightly
because of an unfinished school work that is why
I don’t attend my class anymore Agree
2.92

32
 4. I lose confidence whenever I see my classmates Slightly
complete the requirements that I did not, making
me lose interest to attend my class Agree
2.77

Table 3.1 shows the results answered by the respondents, to what extent does

procrastination affect their attendance. From the gathered answers from questions 1

and 2 it showed that when students don’t get to finish their work for the subject they

tend to cut or not go to class at all. From questions 3 and 4 students slightly agree that

they are afraid of professors having not finished work and they lose confidence when

they compare the amount of work done by their other classmates. It can be concluded

from this that most of the respondent students do not want to go to class because of

unfinished work or lack of preparation due but does not conclude that the reason for not

wanting to go to class is because of the fear of professor or comparison from

classmates.

Table 3.2 Study Habits

Study Habits Weighted Interpretation

Mean

1. I tend to focus more on things I think that are Slightly

more important 3.07 Agree

2. I lose track of time being fixated on other things Slightly

rather than doing school related works 3.08 Agree

3. I do not make it a priority to do my school work Slightly

right away 3.13 Agree

33
 4. I gravitate towards watching online movies, Slightly

playing video games, etc. instead of completing Agree

school related tasks or studying for an exam 3.33

Table 3.2 shows the results answered by the respondents, to what extent does

procrastination affect their study habits. From the gathered answers it can be seen that

it is all slightly agree meaning that these may be their procrastinating reasons that affect

their studying but not a definite reason or always the reason why their studies are

disturbed.

Table 3.3 Submission of requirements

Submission of Requirements Weighted Interpretation

Mean
1. I dedicate time for completing my requirements 3.42 Agree
2. When give a task I make sure to start it right away Slightly
and finish as soon as possible
Agree
2.95
3. I tend to do my requirements last minute Slightly

Agree
3.05
4. I submit my requirements late Slightly

Agree
2.64

Table 3.3 shows the results answered by the respondents, to what extent does

procrastination affect their submission of requirements. From the data gathered from

above it can be seen that the respondent students do give time for the completion of

their work just like in table 2.2 the number 1 in the rankings was that they procrastinate

34
but need a solid time to do their work. Meanwhile it is slightly agree for numbers 2 and 3

respondents slightly agree on making work immediately and doing it the last minute. For

number 4 though it is slightly agree, it is close enough that the respondents disgree that

procrastinating leads to them submitting their requirements late. Therefore students of

SBU tend to procrastinate but will still have a time reserve to make their work.

4. How do the following factors of procrastination affect the respondent’s life:

Feeling of guilt, inadequacy, depression, self-doubt

Table 4.1 Feeling of Guilt

Feeling of guilt Weighted Interpretation

Mean
1. Procrastinating makes me feel bad. Slightly

Agree
3.07
2. Not being able to finish my tasks on time make
me feel guilty. 3.47 Disagree
3. Not meeting a requirement or deadline makes me
feel guilty because I know I procrastinated days
before. 3.48 Agree
4. The result of my poor actions makes me guilty of Slightly
being unproductive.
Agree
2.86

Table 4.1 shows the answers of the respondents if procrastinating makes them guilty.

From the data gathered from above though number 1 is slightly agree it is still close

from being interpreted as a disagree from the respondents this shows that respondents

35
really aren’t that affected from not being able to finish their requirements but are slightly

agree of being guilty because of them being unproductive.

Table 4.2 inadequacy

Inadequacy Weighted Interpretation

Mean
1. When I procrastinate I feel my efforts would not be Slightly Agree
enough.
3.37
2. When I procrastinate I know I won’t be capable to Slightly Agree
finish my task successfully
3.26
3. I feel I’m incapable of giving my best when I don’t do Slightly Agree
my task on time
3.00
4. When I feel people’s disapproval and Slightly Agree
disappointment, I instantly know because I
procrastinated and blame my tardiness. 3.00

Table 4.2 shows the answers of the respondents if procrastinating makes them feel

inadequate. From the data gathered above it is all slightly agree but leans closer to a

disagree interpretation this shows that respondents do not feel all that inadequate when

they procrastinate. From this data it can be said that respondents are still confident that

they can do well even after procrastinating or while procrastinating.

Table 4.3 Depression

Depression Weighted Interpretation

Mean
1. When I neglect important tasks I need to do, I tend to Slightly Agree
be depressed on the outcomes. 2.77
2. Spending most of my hours procrastinating gives me Slightly Agree
a depressing feeling at the end of the day. 2.70
3. When I procrastinate I tend to lose motivation to Slightly Agree
finish all my work. 2.74

36
 4. I give up working once I know there’s not enough
time. 2.56 Disagree

Table 4.3 shows the answers of the respondents if procrastinating makes them feel

depressed. From the data gathered above, there are 3 slightly agrees and 1 agree but

the 3 slightly agree are also close to an interpretation of agree. It can be concluded from

this that respondents know of their actions which is procrastinating and get depressed

of the bad outcomes that come from them doing it. They are actually aware of it and

keep doing it and from the table 4.2 and 4.1 they do not feel all that scared to

procrastinate but get depressed if they get bad results.

Table 4.4 Self Doubt

Self-Doubt Weighted Interpretation

Mean
1. I fear getting criticized for my work. Slightly

Agree
2.81
2. When I procrastinate a day before an important Slightly
event that needs preparation, I doubt myself on
the day of the actual event. Agree
3.02
3. I lose my confidence when I know I will present or Slightly
pass a requirement made with only half my effort.
Agree
3.27
4. I’m scared of procrastinating because I know I Slightly
might not get the results I expect.
Agree
2.79

Table 4.4 shows the answers of the respondents if procrastinating makes them doubt

themselves. From the data gathered above it is they are all slightly agree but they aren’t

37
stable numbers some are close to agreeing some are close to disagreeing. It can be

said from the table that the respondents fear getting judged badly but do not really

doubt the works they have done by procrastinating, but know that procrastinating will

sometimes lead to poorly done or bad works.

5. How can the respondents beat procrastination?

Table 5.1 How to beat procrastination

Frequency %
1. Give myself a hard deadline, and then schedule it. 50 55%
2. Work when I feel most alert and efficient 58 64%
3. Shut off my phone and set a timer 49 54%
4. Give myself a reward each task I complete 57 63%
5. Take the smallest step possible 43 47%
6. Wake up early and start early 53 58%
7. Follow a task list that can track my work and progress 45 49%

8. Create a detailed timeline with specific deadline 50 55%

9. Find my motivation to become productive 67 74%
10. Stop punishing myself for procrastinating 44 48%
11. Tackle my most important task for 15 minutes 26 29%
12. Start my day with the hardest tasks 28 31%
13. Shut off my phone and set a timer 41 45%
14. Hang out with people who inspire you to take action 48 53%
15. Seek out someone who has already achieved the 47 52%
outcome
16. Stop over-complaining things 55 60%
17. Get rid of the distractions around me such as social 64 70%
media, friends, games and hobbies
18. Organize my work environment 61 67%
19. Avoid being a perfectionist 35 38%
20. Give myself a pep talk for motivation 40 44%

38
Table 5.1 shows the respondents chosen way to beat procrastination. From the data

gathered, finding motivation to become productive ranked number one among all twenty

given ways to beat procrastination, meanwhile tackling the most important task for

fifteen minutes ranked the last. This shows us that respondents seek for motivation to

be able to finish a given task. The respondents also need to get rid of distractions and

organize their work environment, being it ranked as second and third best voted way to

beat procrastination.

39
 CHAPTER 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings on the degree of procrastination

on CAS students in San Beda University – Manila. From the significant findings, the

researchers arrived at some conclusions and recommendations that serve as

contribution to the research study.

SUMMARY OF FINDINGS

The following are the findings formulated from the responses and data gathered

on the problems sought to answer in this study:

1. What are the reasons of procrastination by the students?

Based on the findings, it was shown that there are a lot of reasons for

the respondents’ procrastinating, among the reasons we provided for procrastination

there were two reasons that most of the students found leading to them procrastinating

spending more time on social media than doing my work (84%) and the lack of focus to

do work (71%).

2. What is the level of procrastination of students?

Based on the gathered data in chapter 3 of top five in the ranking of the

weighted mean, the researchers can say that the level of procrastination in San Beda

CAS students is low they don’t procrastinate to the last minute but procrastinate until

40
they know they can finish their work with a solid time reserve and most of the students

do not observe time management but know the amount of time they just need to finish

their work.

3. To what extent does procrastination affect the following:

3.3 Attendance,

Based on the data on chapter 3 where the “I don’t want to attend my class

whenever I have unfinished school work” having a mean of 2.37 and “I still go

to my class even if I am unprepared” 3.43 we the researchers found that not

finishing work done because of procrastinating really affects students

attendance because they lose confidence of themselves to do well in class

and fears the remarks professor might make on them.

3.4 Study Habits,

The data gathered on chapter 3 showed all weighted mean to be slightly

agree but higher than average this means that procrastination does affect

study habits but not to the point where it stops it, thus not on grave level

3.5 Submission of Requirements

From the data gathered from chapter 3 where the dedication of time for

completing work had a 3.64 weighted mean which means most respondents

disagreed, we found that most students don’t observe time management and

just do their work when they feel like it or when it is close for submission but

in the data it also showed that the students will not pass it late if possible.

41
 4. How do the following factors of procrastination affect the respondent’s life:

4.4 Feeling of guilt

Based on the data gathered from chapter 3 the researchers can say that there

are more students who don’t feel guilt when they procrastinate than those who

do when they procrastinate even if it meant that they weren’t able to pass on

time or not pass at all.

4.5 Inadequacy

With the weighted mean from chapter 3 having slightly agree results this means

that there are a fair number of students who don’t feel inadequate at all this

leads to finding that procrastination does not make students feel inadequate

4.6 Depression

From the data gathered from chapter 3 the interpretations were mostly slightly

agree the researchers found that the students do feel depressed of the bad

outcome of them procrastinating but not of the act of procrastination.

4.7 Self-doubt

Based on the research from chapter 3 it can be said that the students do not

really doubt themselves when they procrastinate and but don’t have absolute

confidence in the work they have done when they procrastinated

42
 CONCLUSION

In this day and age, technological advancements play a relevant role in every

student’s life. This study aimed to gather data that will answer the basic question of why

a student tends to procrastinate. While being a college student, the idea of

procrastination isn’t anything new. College is full of distractions, big and small. We live

in this fantasy world that tells us waiting to do something until the last minute is okay. A

lot of students procrastinate from time to time. They tend to put off important tasks and

save it for later without fully accepting the consequences it may bring afterwards.

Procrastination leads most stress in a students’ academic career. The researchers

therefore conclude that procrastination is a very common case among tertiary students.

This study helped determine the factors which give rise to counter productivity. Social

media & the lack of focus to do work are some of the biggest reasons of procrastination.

With these distractions, students starts to have a reason to postpone work.

Despite the given factors afore mentioned, the CAS students of San Beda

University are not greatly affected by these factors. The data gathered showed that

despite procrastinating, students make sure that they still have enough time to do and

pass their work, regardless of how much time they have left. On the other hand,

students’ attendance is being affected because of the lack of confidence to face the

consequences of their actions. While study habits are not greatly affected, it still has a

factor in a students’ focus.

43
 Time management also played a great factor, in this study the researchers found

out that most students does not observe proper time management. Students do not feel

guilty when they procrastinate even to the extent of not being able to submit the given

requirement. Depression also plays a role in procrastination. The students tend to settle

for an “okay” work which leads them to feel unsatisfied with themselves. Students tend

to feel depressed for not finishing a work or settling with mediocre work just for the sake

of passing the assigned work. To sum it all up, procrastination is a vital problem on

college students. This study shows how CAS students of San Beda University go

through common issues because of procrastination.

RECOMMENDATIONS

Based on the summary of the findings and the conclusions drawn, the following

are the recommendations of the researchers:

1. For the student with the same study such as this:

 To learn and understand procrastination and its effects to students in their

academic standing and emotional behaviour.

 To study the different factors that lead to procrastination and the ways to overcome

and beat procrastination

2. For the administrators:

44
  To encourage the students and giving them confidence boost is a must because

school pressure is one of the main reasons why they lose their drive to study.

 To encourage students tomanage their time well and to motivate themselves in the

midst of difficulties.

 To help students understand how procrastination will negatively affect their work in

school and even in the future.

3. For future researchers who wish to continue this study:

 To personally communicate with the respondents on how they arrived to their

answers so that the results will have sufficient basis.

 To allocate enough time for the preparation of the paper works and conduct of

the research.

Bibliography

1. Boice, R. (1996). Procrastination and Blocking: A Novel, Practical Approach.

2. Burka, J. B., & Yuen, L. M. (1988). Procrastination: Why You Do It, What to Do

about It.

3. Dembo, M. H. (2000). Motivation and Learning Strategies for College Success: A

Self-Management Approach.

4. Howden, J. (2017). Laziness is contagious.

45
5. Marina Goroshit, M. H. (2012). Academic Procrastination, Emotional Intelligence,

Academic Self-Efficacy, and GPA. A Comparison Between Students With and

Without Learning Disabilities.

6. Sean M McCrea, N. L. (2008). Construal Level and Procrastination.

7. Snyder, C. R. (2001). Coping with Stress: Effective People and Processes.

8. Tosti, N. (2012). Lost in the Moment? An Investigation of Procrastination,

Mindfulness, and Well-being.

46
 APPENDIX A

LETTER TO RESPONDENTS

Letter to the Respondent s

Dear Respondents:

Pax!

We are the Legal Management students from San Beda University who are enrolled in the
Bachelor of Science and Legal Management course. As of the moment, we are conducting a
research study entitled “The Level of Procrastination of the College of Arts and Sciences
Students in San Beda University A.Y. 2018-2019”.

We are kindly asking for your precious time, and effort to answer all the questions in the
questionnaire which are imperative and significant for the completion of this study.

Your answers will be part of the data that will be gathered and will be kept with utmost
confidentiality. If you accept to allot your time in answering this questionnaire it would be a big
contribution to the researchers in successfully completing this study.

Thank you very much for your cooperation.

Researchers:

Cenon, Thea Coleen

Bernardo, Nina Felice

Caballero, Ervin

47
 APPENDIX B

VALIDATED QUESTIONNAIRES

48
 APPENDIX C

CURRICULUM VITAE

CENON THEA COLEEN

19 De agosto st. Galas quezon city

Personal Information

Age: 20

Date of Birth: September 30, 1998

Nationality: Filipino

Gender: Female

Marital Status: Single

Educational Background

College Degree

Field of Study: BS Legal Management

College/University: San Beda College-Manila (2015-Present)

High School Degree: University of the East (2011-2015)

Elementary: University of the East (2011-2015)

49
Organizations

Junior Bedan Law Circle

Skills

Multilingualism Artistic creativity

Efficient leadership Good speake

References

Harriet Linsangan

Lawyer, Professor

San Beda University

09178329330

50
Ervin Laurence M. Caballero
1107, Vergara street, Quiapo, Manila

Personal Information

Age: 19

Date of Birth: December 10, 1998

Nationality: Filipino

Gender: Male

Marital Status: Single

Educational Background

College Degree

Field of Study: BS Legal Management

College/University: San Beda College-Manila (2015-Present)

High School Degree: Saint Joseph’s College of Quezon City (2011-2015)

Elementary: Saint Joseph’s College of Quezon City (2011-2015)

51
Organizations

Junior Bedan Law Circle

Junior Philippine Institute of Accountancy

Skills

Efficiency in Microsoft Office Computer literate

Multilingualism Easy adaption to environment

References

Harriet Linsangan

Lawyer, Professor

San Beda University

09178329330

52
Niña Felice C. Bernardo
Bldg F Unit 211 Sorrento Oasis C Raymundo Rosario, Pasig City

Personal Information

Age: 22

Date of Birth: August 8, 1996

Nationality: Filipino

Gender: Female

Marital Status: Single

Educational Background

College Degree

Field of Study: BS Legal Management

BS Economics and Public Policy

BA Communication

College/University: San Beda College-Manila (2013-Present)

Miriam College (2015 One Semester)

High School Degree: Pasig Catholic College (2009-2013)

Elementary: Pasig Catholic College (2003-2009)

53
Organizations

Junior Bedan Law Circle

San Beda Economic Society

Junior Philippine Economic Society

San Beda College Electoral Board

Skills

Efficiency in Microsoft Office Great time management

Keen to details with less supervision Computer literate

Disciplined and punctual

References 0915 510 0608

Joncy Mendoza
Economic Professor
San Beda College-Manila
0922 804 0084

Lariza Mae S. Magbalana

Jan Louisse R. Young
Junior Software Tester
Boards & Pieces and
Wint & Kidd Inc. Ortigas, Pasig City
0917 531 9242
The Bar Ber Shop Owner
Greenwoods Place, Greenwoods Executive
Village Pasig City

54
55