EXAMINING THE RELATIONSHIPS BETWEEN PERSONALITY TRAITS AND

PROCRASTINATION AMONG GRADE 11 STUDENTS OF SAN JOSE-LITEX SENIOR

HIGH SCHOOL

A Research Proposal Presented to the HUMSS Faculty of

SAN JOSE LITEX SENIOR HIGH SCHOOL
Rodriguez, Rizal

In partial fulfillment of the requirements for Practical Research 1

AGUILLON, Hannah
GONZALES, Levinson
HILARIO, Arvin
MAGTIBAY, Shanell
MANALO, John Rey
MARGIN, Mharbhye

RESEARCHERS – HUMSS DEMOGRAPHY

ALBERTO C. VELASCO
Research Teacher

Second Semester
SY 2024-2025
 TABLE OF CONTENTS

Chapter 1 THE PROBLEM AND ITS BACKGROUND

Introduction ………………………………………………
Statement of the Problem ………………………………………………
Research Hypothesis ………………………………………………
Theoretical Framework ………………………………………………
Conceptual Framework ………………………………………………
Scope and Delimitation ………………………………………………
Significance of the Study ………………………………………………
Definition of Terms ………………………………………………

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature
Foreign ………………………………………………
Local ………………………………………………
Related Studies
Foreign ………………………………………………
Local ………………………………………………

Chapter 3 RESEARCH METHODOLOGY

Research Design ………………………………………………

Population, Sample, and Sampling Technique …………………………….
Research Instrument ………………………………………………
Data Collection Procedures ………………………………………………
Ethical Considerations ………………………………………………
Statistical Treatment ………………………………………………

Chapter 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Chapter 5 SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

Findings of the Study

Conclusion
Recommendation

Appendices:

Research Questionnaire
Validation Tool
Curriculum Vitae
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

This chapter presents the Background of the study, Statement of the problem,
Significance of the study, Scope and delimitation, and Definition of terms.

BACKGROUND OF THE STUDY

As education evolves, understanding students’ academic behavior is essential for

creating effective learning environments. One critical challenge students face is

academic procrastination, which is influenced by personality traits and can significantly

impact their academic performance. This study examines the relationship between

personality traits and procrastination among Grade 11 students at San Jose Senior

High School, exploring whether these traits contribute positively or negatively to their

academic habits.

Procrastination, the act of delaying or postponing tasks, is a common habit

among students, often affecting their academic performance and overall well-being.

Academic procrastination is particularly prevalent, with studies indicating that it can lead

to lower grades, increased stress, and a higher likelihood of dropping out (Bhardwaj &

Dubey, 2024). According to Boncales and Galgao (2022), the root causes of these

negative effects manifest in many ways, such as delaying the start of assignments,

cramming for exams, and submitting work past deadlines. They identified four main
causes of self procrastination: fear of failure, excessive perfectionism, low energy

levels, and lack of concentration. At San Jose-Litex Senior High School, observations

and experiences in classes reveal that many students struggle with managing their time

effectively, often resulting in last-minute rushes to complete tasks, which negatively

impacts their academic performance and mental health. Therefore, understanding the

factors that contribute to procrastination is vital for developing effective interventions.

On the other hand, Personality traits refers to individuals characteristic or

personality that influences how they think, feel, and behave. this plays a significant role

in influencing procrastination. (Dr Priyanka Pathak 2021) Findings identified that there

are personality traits that are associated with procrastination, including

conscientiousness, neuroticism and extraversion. This study examines the relationship

between personality traits among Grade 11

students at San Jose Senior High School, aiming to inform targeted support strategies.

Existing research identifies various antecedents of delaying students responsibility.

STATEMENT OF THE PROBLEM

This study aims to examine the relationship between personality traits and

procrastination among Grade 11 students of San Jose-Litex Senior High. Specifically, it

seeks to answer the following questions:

1. What are the dominant personality traits among Grade 11 students of San Jose-Litex

Senior High School?

2. How do procrastination manifest among Grade 11 students in relation to their

personality traits?

3. What strategies can be recommended to help students manage procrastination

based on their personality traits?

SIGNIFICANCE OF THE STUDY

This study aims to examine the relationship between personality traits and
procrastination among Grade 11 students. The findings will benefit various stakeholders,
including students, teachers, parents, school leaders, and future researchers.

Students.

Understanding how personality traits impact procrastination can help students become
more aware of their tendencies and develop strategies to manage their time effectively.
This study encourages self-discipline and resilience, equipping students with skills to
overcome academic delays and improve their performance.

Teachers.

By recognizing the link between personality traits and procrastination, teachers can
 better understand students’ learning behaviors and tailor their instructional methods
accordingly. This study aids in developing intervention strategies to support students
who struggle with procrastination, fostering a more student-centered learning
environment.

For School Leaders:

The findings of this study can help school administrators develop policies and programs
that address procrastination issues among students. Initiatives such as time
management workshops, counseling services, and academic mentoring programs can
be implemented to enhance student productivity and success.

Parents.

This study provides insights into how personality traits influence students’
procrastination habits, allowing parents to support their children in developing better
study habits. By fostering a structured and motivating home environment, parents can
help minimize procrastination and promote academic discipline.

Future Researchers

This research serves as a foundation for further studies on the psychological and
behavioral factors affecting student performance. Future researchers can expand on
these findings to explore new strategies for minimizing procrastination and enhancing
student motivation, contributing to the growing body of knowledge in educational
psychology.

CONCEPTUAL OF FRAMEWORK

Personality Traits

 Conscientiousness: Organization, diligence, and Interaction of Personality Traits with Academic Behavior
reliability.
 Neuroticism: Emotional instability, anxiety, and  How different personality traits influence study
moodiness. habits, classroom engagement, and homework
 Extraversion: Sociability, assertiveness, and enthusiasm. completion.
 Agreeableness: Compassion, cooperativeness, and trust.  The role of conscientiousness in reducing
 Openness to Experience: Creativity, curiosity, and open- procrastination through better organization and
mindedness. diligence.
 The impact of neuroticism on procrastination due to
emotional instability and anxiety.
Academic Behavior
 Procrastination Patterns

 Frequency and types of tasks procrastinated on by

students with different personality traits.
 Emotional and psychological effects of
procrastination on students.
 The role of internal factors in shaping procrastination
behaviors.

Academic Performance

 Impact of procrastination on grades, attendance, and

overall academic achievement.
 Correlation between personality traits and academic
success or challenges.
 Effectiveness of strategies to manage procrastination
and improve academic outcomes.

Recommendations


Tailored interventions to help students manage
procrastination based on their personality traits.
Figure 1.1 Conceptual Framework
 Techniques to enhance self-efficacy and motivation
among students.
 Stress reduction and coping strategies to mitigate the
The conceptual framework of this study
impact usesonthe
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flows, questionares and the most accurate answers that highly great impact of the perfomances
& behavior of G11 Students.
Scope and Delimitation

This research investigation was conducted to examine the relationship between

personality traits and procrastination among Grade 11 students. The study focused on
 identifying specific personality traits that contribute to procrastination tendencies and
how these traits influence students’ academic behavior and performance.

The respondents of the study were randomly selected from different sections of Grade
11 students in a specific school during the school year 2024-2025. The results and
conclusions are delimited to the group of students tested in the selected institution. The
primary data collection instrument utilized in this study was a survey and interview.
Moreover, this research is only bounded within the said school.

Personality traits refer to the individual characteristics that shape a student’s thoughts,
emotions, and behaviors. These traits can either encourage or hinder effective time
management and task completion. Procrastination, on the other hand, is the tendency
to delay or postpone tasks, often leading to stress and reduced academic performance.
Students with traits such as conscientiousness may exhibit strong self-discipline and
time management skills, reducing procrastination. In contrast, students with high levels
of neuroticism or low conscientiousness may struggle with procrastination due to
anxiety, lack of motivation, or poor organizational skills. By understanding these
relationships, this study aims to provide insights into how personality influences
procrastination and what strategies can be used to mitigate its negative effects.

Definition of terms

Personality Traits:

- Definition: Refers to the actions and habits of students that directly relate to their Personal
factors of learning and engagement in the academic setting. This includes things like:

- Self Procrastination: The act of delaying or postponing tasks, often affecting academic
performance and overall well-being.
- Personal traits: Individual characteristics that influence how people think, feel, and
behave.

-Academic Procrastination: specifically related to academic tasks, such as delaying the

start of assignments, cramming for exams, and submitting work past deadlines.

- Neuroticism: is more prone to anxiety, anger, and vulnerability to stress. They may be
more sensitive to criticism and have mood swings.

- Extraversion: person with high extraversion is outgoing, sociable, and seeking social
interaction. They enjoy being around people and are often assertive and enthusiastic.

Academic Behavior:

- Definition: refers to the actions, attitudes, and behaviors exhibited by students in

academic settings, such as schools, classrooms, and online learning environments.

- Conscientiousness: plan and set goals, and are self-disciplined. responsible, organized, and
dependable

-Academical Performance: Achievement in educational settings, measured by grades,

test scores, and other assessments.

- Concentration: ability to focus one's attention and mental effort on a specific task,
activity, or goal.

- Task: specific activity or action that needs to be accomplished within a certain

timeframe or deadline.

Environment Factors:
- Definition: Influence external conditions, circumstances that surround and affect
individuals, groups, or organizations. These factors can impact behavior, performance,
and overall well-being.
RESEARCH METHODOLOGY

This chapter presents the research design, population sample and sampling technique,
research instrument, data gathering procedure, and statistical treatment.

Research Design
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