A RESEARCH REPORT ON THE

FACTORS CAUSING ACADEMIC PROCRASTINATION OF

SELECTED GRADE 11 STUDENTS OF ST. FRANCIS HIGH SCHOOL

(SARIAYA, QUEZON) INC. IN ACADEMIC YEAR 2023-2024

In Partial Fulfillment of the

4th Quarter Requirements for

English 10

[Name of Member]

[Name of Member]

[Name of Member]

[Name of Member]

[Name of Member]

[Name of Member]

Submitted to:
Ms. Samantha Chrychelle O. Remo

St. Francis High School | A.Y. 2023-2024

TITLE PAGE …………………………………………………………………………………I

TABLE OF CONTENTS …………………………………………………………………….II

INTRODUCTION …………………………………………………………………….……..1

METHODOLOGY…………………………………………………………………….……..2

RESULTS AND DISCUSSION….…………………………………………………….…….2

Table 1: Self-regulation as One of the Factors Causing Academic Procrastination

Within the Respondents……………………………………………………………….3

CONCLUSION………………………………………………………………………...…….4

II
 INTRODUCTION

Procrastination, a common behavior affecting various aspects of life, particularly prevalent

among students, poses challenges in academic performance and daily routines. Studies reveal an

alarming increase in procrastination rates over time, with high school students being particularly

susceptible. Academic procrastination, characterized by delaying tasks essential for academic

progress, stems from various factors including lack of self-regulation, study skills, motivation, and

social influences. Understanding these factors equips stakeholders, including students, educators,

and parents, with insights to address procrastination effectively. Delving deeper into the causes,

particularly among Grade 11 students, and exploring strategies to combat procrastination will be

the focus of further research and interventions in educational settings.

This report investigates the factors contributing to academic procrastination among Grade

11 students at St. Francis High School. It aims to identify the primary cause of procrastination by

examining these factors and proposes strategies to mitigate its occurrence. The research was

conducted since this topic is prevalent and students, like the researchers, are also affected by

academic procrastination, thus they desire to assist in preventing such problems in order to foster

academic success.

Specifically, the report explores the primary factors contributing to students' academic

procrastination among self-regulation, study skills, motivation, and social factors. Hence, this

report provides insights on the following key variables: procrastination tendencies of the

respondents, main cause of procrastination among the identified factors, and possible actions to

mitigate its occurrence based on the findings.

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 METHODOLOGY

The research utilized the quantitative research approach specifically employing descriptive

research design. This design focuses on numbers and statistics which allowed the researchers to

systematically measure variables and identify patterns, making it suitable for identifying the most

dominant type of procrastinator and the main cause of the problem among the included factors. A

total of 105 students were selected from the Grade 11 students of St. Francis High School to be the

respondents. Each was given questionnaires which made use of the Likert Scale, allowing them to

answer the questions objectively. The data gathered was then analyzed through the use of the

frequency distribution and percentage and percentage, weighted arithmetic mean, and average

weighted arithmetic mean.

RESULTS AND DICUSSION

In order to determine the factors affecting academic procrastination, the following date

were gathered and analyzed.

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Table 1. Self-regulation as One of the Factors Causing Academic Procrastination
Within the Respondents

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 Table 1 presents the data gathered regarding self-regulation as a factor causing academic

procrastination. Notably, statement number 2, 3, and 4 received the highest weighted arithmetic

mean indicating that majority of the respondents strongly agree that feeling overwhelmed by

planning schoolwork, distant deadlines, and distractions are the most influential factors under Self-

regulation. Overall, an Average Weighted Arithmetic Mean of 3.01 was obtained. This result

underscores the prevalence of procrastination in academic tasks due to inadequate self-regulation,

aligning with prior research highlighting procrastination as a manifestation of self-regulatory

failure, as noted by Ramzi & Saed (2019).

[ INSERT NEXT TABLE AND DISCUSSION HERE]

CONCLUSION

The majority of respondents exhibit chronic procrastination tendencies, with some

categorized as severe procrastinators and few as mild/occasional procrastinators. As for the factors

which contributed to this, it is revealed that while all factors—self-regulation, study skills,

motivation, and social factors—contribute to academic procrastination. However, self-regulation

emerges as the primary underlying cause, followed by study skills and social factors. Nonetheless,

despite motivation ranking lower in influence compared to other factors, it still plays a partial role

in contributing to academic procrastination.

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