Community colleges of the Philippines

301 Mabini Street, Quezon District, Cabanatuan City

THE EFFECTS OF PROCRASTINATION IN

IN TIME MANAGEMENT SKILLS OF SENIOR HIGH SCHOOL STUDENTS

A Research Report Presented to the

Senior High School Department
Community Colleges of the Philippines

In Partial Fulfillment of the Requirements

For the Completion of the Subject
Practical Research 2

By
Ocampo, Ruben T.
Carreon, Chris Iann
Umali, Joshua
Nalupa, Ancic

FEBRUARY 2025

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Acknowledgement

We would like to express our sincere gratitude to everyone

who contributed to the completion of this research.

First, we thank our research adviser for their guidance,

patience, and valuable insights throughout this study. Their

support has been instrumental in helping us improve our work.

We are also grateful to our teachers and school

administrators for providing the necessary resources and

encouragement to conduct this research.

A special thank you to our respondents for taking the time

to participate in our survey. Their cooperation made this study

possible.

Lastly, we extend our appreciation to our families and

friends for their unwavering support, motivation, and

understanding during this journey.

Without all of you, this research would not have been possible.

Thank you!

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Dedication

This research is dedicated to all students who struggle

with procrastination and time management. We hope that our study

provides valuable insights that can help improve academic

performance and well-being.

We also dedicate this work to our families, who have

always supported and encouraged us throughout our journey. Their

patience, understanding, and guidance have been our source of

strength.

To our teachers and mentors, whose dedication to education

inspires us to strive for excellence, we are truly grateful for

your knowledge and wisdom.

Lastly, we dedicate this research to our future selves, as

a reminder of the hard work, perseverance, and commitment we

have put into this study.

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Table of Contents

List of Tables.................................................7

List of Figures................................................8

Chapter 1: Introduction of the Study..........................10

Introduction................................................10

Purpose of the Study........................................11

Review of Related Literature................................11

Review of Related Literature and Studies....................20

Synthesis of RRL and RRS....................................27

Conceptual Framework........................................30

Definition of Terms.........................................34

Statement of the Problem....................................37

Hypothesis..................................................38

Significance of the Study...................................38

Scope and delimitation......................................41

Chapter 2: Methods............................................43

Research Design.............................................43

Participants and Sampling Procedures........................44

Sample......................................................45

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Research Locale and Geographical Map........................47

Materials and Instrumentation...............................48

Data Collection Procedures..................................49

Data Analysis Procedures....................................50

Statistical Treatment.......................................51

Chapter 3: Presentation, analysis, Interpretation of Data.....53

Presentation of Demographic profile Data....................53

Interpretation of Procrastination Data......................54

Thematic Analysis of Time Management........................57

Chapter 4: Summary, Conclusion, Recommendation................62

Conclusion..................................................62

Summary.....................................................62

Recommendation..............................................65

References....................................................68

Appendices....................................................72

Curriculum Vitae..............................................75

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List of Tables

Table 1: Stratified Random Sampling Distribution..............46

Table 2: Likert Scale.........................................51

Table 3: Demographic Profile Analysis.........................53

Table 4: Procrastination and Activity Analysis................54

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List of Figures

Figure 1: Conceptual Framework Diagram........................33

Figure 2: Geographical Map of the Community Colleges of the

Philippines -CCP, Inc.........................................48

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Abstract

This study examines the relationship between

procrastination and time management skills among senior high

school students. The research aims to understand how

procrastination affects students' ability to manage their time

and complete academic tasks efficiently. Using a survey, data

were collected from 54 respondents and analyzed using Pearson’s

correlation.

The results show a moderate negative correlation (r = -

0.355, p = 0.0084), indicating that as procrastination increases,

time management skills decrease. The findings highlight the

importance of developing strategies to reduce procrastination

and improve time management to enhance academic performance and

well-being.

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CHAPTER I

Introduction

Imagine having all the time in the world, yet feeling

trapped by deadlines—could procrastination be transforming the

very way students manage their lives? As the clock ticks away,

this study delves into whether procrastination is merely a habit

or a barrier to mastering time itself.

Procrastination is a universal phenomenon that has been

linked to significant challenges in academic settings. Defined

as the act of delaying tasks despite knowing the negative

consequences, it has become a critical issue among students,

particularly in senior high school, where academic demands are

heightened (Ferrari et al., 2014). This behavior not only

affects academic performance but also impacts student's time

management skills, leading to stress and lower productivity

(Grunschel et al., 2015).

The study focuses on Grade 12 students from the Community

Colleges of the Philippines (CCP). These students are undergoing

blended learning, a setup that poses unique challenges in

maintaining discipline and managing their schedules effectively.

Research indicates that procrastination is prevalent in such

settings due to distractions and the lack of immediate

accountability (Eerde et al.,, 2015).

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Purpose of the Study

The purpose of this study is to investigate the effect of

procrastination on time management skills. It aims to identify

whether procrastination significantly affects student's ability

to organize their schedules and meet deadlines. By addressing

this issue, the research seeks to provide insights into the

underlying causes of procrastination and propose strategies to

improve students' time management, ultimately enhancing their

academic performance and reducing stress levels (Schraw et al.,

2014; Klassen et al., 2016).

The findings from this study will serve as a basis for

developing interventions tailored to the needs of senior high

school students. By understanding the extent of procrastination

and its consequences, educators and administrators can implement

support systems that foster better time management and

productivity.

Review of Related Literature

Time management is defined as a controlled practice of

organizing, planning, and effectively using time to accomplish

specific tasks (Dimitrova & Ali-Mncheva, 2018). Effective time

management involves setting goals, prioritizing tasks, and

allocating time efficiently, which is crucial for students

facing the pressures of both academic and extracurricular

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commitments. For example, students who adopt structured daily

routines often experience lower stress levels and improved

academic performance. Research indicates that students who learn

to prioritize their tasks and use planners are better equipped

to handle workload pressures and deadlines. Poor time management,

on the other hand, can lead to feelings of being overwhelmed,

missed deadlines, and academic underachievement. Good time

management skills allow students to create actionable plans for

upcoming assignments and exams, thereby reducing procrastination.

If students can overcome harmful habits like procrastination,

they can enhance their academic success and personal well-being

(Cyril et al., 2015). Thus, developing effective time management

skills is essential for students, particularly in preparation

for future employment.

(Gafni & Geri 2014) explore the tendency to procrastinate,

specifically in the context of completing tasks with varying

deadlines. Procrastination is defined as the inclination to

delay tasks that one can control until the last possible moment

or to forgo them entirely. The study, which involved 120

students participating in an online discussion board,

highlighted that students typically completed individual tasks

on time, even when voluntary. However, collaborative tasks were

often postponed until the final weeks of the semester,

particularly when participation was mandatory, and sometimes not

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completed at all when voluntary. The findings underline the

implications for managing time effectively in collaborative

online environments.

In a related study, (Arıbaş et al., 2021) examined the

relationship between time management and academic

procrastination among university students. This descriptive

research involved 425 participants and utilized various

analytical methods, including correlation tests. The results

revealed a moderate negative correlation between time management

and academic procrastination, indicating that as levels of

academic delay increased, the effectiveness of time management

decreased. Factors such as age, parental approach, and social

relationships were found to influence both time management

skills and procrastination tendencies. This study reinforces the

notion that demographic and social variables significantly

impact students' time management abilities and procrastination

levels.

Procrastination in Academic Settings

Procrastination, the act of delaying tasks despite being

aware of the negative consequences, is a common issue among

students. It can significantly affect their ability to manage

time effectively, leading to stress and decreased academic

performance. According to (Svartdal et al., 2020),

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procrastination is often linked to poor task completion, lower

grades, and higher levels of stress and anxiety. As students

delay assignments and exam preparation, they face the pressure

of approaching deadlines, which worsens their stress levels and

hampers their ability to produce quality work. This results in a

vicious cycle where procrastination exacerbates the challenges

it is meant to avoid (Setiyowati et al., 2020).

Procrastination among students is not just a trivial

issue—it can have long-lasting consequences on their academic

performance and mental health. Research indicates that

procrastination rates are high among students, with up to 95% of

college students reporting engaging in procrastination to some

degree (Cerezo et al., 2017). This tendency is especially

evident in academic contexts where time management is crucial.

Procrastination often arises from difficulties in time

management, emotional regulation, and self-control. Students may

feel overwhelmed by their workloads or uncertain about how to

break tasks into manageable steps, which leads them to delay

starting or completing assignments.

Types of Procrastination

Researchers have categorized procrastination into

different types, which can provide a better understanding of its

underlying causes and how to address it. (Kims et al., 2015)

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identifies two main types of procrastinators: optimistic and

pessimistic.

Optimistic procrastinators are often overly confident

about their ability to complete tasks, believing they will

succeed despite the delay. They tend to underestimate the time

needed for a task and overestimate their ability to work under

pressure, which often results in last-minute rushes to complete

their work.

Pessimistic procrastinators, on the other hand, are

acutely aware of the negative consequences of procrastination

but struggle to take action. This type of procrastination is

driven by anxiety, feelings of inadequacy, and self-doubt.

Pessimistic procrastinators often experience a cycle of

avoidance, where they delay tasks in an attempt to escape

feelings of stress, only to increase their anxiety as deadlines

approach. Understanding the different types of procrastination

can be useful for tailoring interventions. By identifying the

specific mindset of a student, teachers and counselors can offer

strategies that address their individual struggles with

procrastination.

Several factors contribute to procrastination in students,

including:

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Forgetting Assignments: Students may forget assignments due to

distractions, such as missing classes or not writing down tasks

in a planner. While not strictly classified as procrastination,

forgetfulness often results in students rushing to complete

assignments at the last minute (Ferrari et al., 2015).

Unclear Goals or Expectations: When students are unsure about

the goals or expectations for a task, they may delay starting.

They may put off beginning an assignment in hopes of gaining

more clarity over time, but this often leads to confusion and

poor planning, especially as deadlines approach (Ferrari et al.,

2015).

Optimistic Time Estimates: Many students overestimate the time

they have to complete tasks and underestimate the time needed to

finish them. This optimism bias leads to poor time management

and procrastination (Allien & Milgram, 2017).

External Distractions: Social media, text messages, and other

personal devices can be significant distractions, pulling

students away from their academic work and leading to

procrastination (Andreassen et al., 2015).

Emotional Avoidance: Procrastination may also stem from

students' inability to manage negative emotions like anxiety or

boredom. Rather than confronting the discomfort of a challenging

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task, students may turn to more enjoyable activities to escape

their feelings (Tao et al., 2021).

Effectiveness of Time Management

Effective time management is one of the most effective

strategies for combating procrastination. When students manage

their time well, they are better equipped to meet academic

deadlines, engage in extracurricular activities, and maintain

their mental health. According to (Ferrero & Ugidos 2018),

students who develop strong time management skills report

feeling more in control of their responsibilities and less

stressed about academic tasks.

Time management helps students allocate their time wisely,

allowing them to break tasks into smaller, manageable steps, set

achievable goals, and avoid last-minute work. Studies show that

students with effective time management skills tend to perform

better academically, as they can meet deadlines without feeling

overwhelmed (Chehrzad et al., 2017; Miklyaeva et al., 2018).

Procrastination often occurs in students who struggle with time

management because they fail to plan their work in advance or

allocate enough time to complete tasks properly.

Time management skills also reduce the stress that comes

with academic pressures. For example, students who manage their

time effectively are less likely to experience "time stress," a

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type of stress that arises when students feel that they have too

much to do and not enough time to do it. MedlinePlus (2024)

describes this type of stress as a response to perceived

pressure, which can lead to burnout if not managed properly.

Teaching time management skills helps students reduce this type

of stress by providing structure and clarity in their academic

tasks.

Time Management as a Strategy to Combat Procrastination

Numerous studies have demonstrated the effectiveness of

time management interventions in reducing procrastination. In a

study by (Häfner et al., 2014), a time management training

program was introduced to a group of students. The students who

participated in the program showed a significant reduction in

procrastination behaviors and were able to allocate their time

more effectively. The treatment group showed improved work

habits, balancing their workload over a longer period, which

allowed them to avoid last-minute rushes and increased stress.

Similarly, (Santos et al., 2022) conducted a study among

Filipino high school students during the COVID-19 pandemic and

found that better time management skills were positively

correlated with higher academic achievement. Students who were

able to manage their time effectively reported lower rates of

procrastination, particularly in subjects such as science and

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mathematics, which require sustained focus and effort. The study

highlights the importance of teaching time management skills,

especially in online learning environments, where students have

more flexibility but less structure.

Historical Context of Procrastination

Procrastination has been recognized as a human tendency

for thousands of years. Historical texts from ancient Egypt

(around 1400 B.C.) mention the struggles of procrastination,

indicating that it has been a long-standing issue in human

behavior (Janssen et al., 2015). In the 18th century, Dr. Samuel

Johnson referred to procrastination as "delaying the

inevitable," a description that still resonates today,

reflecting the idea that procrastination is often a defense

mechanism against uncomfortable tasks.

Historically, procrastination was often seen as a moral

failing or a lack of discipline. In ancient Rome,

procrastination was viewed as a sign of laziness and poor

character (Scent & Boes, 2014). In modern times, however,

researchers recognize that procrastination is influenced by a

combination of psychological factors, such as anxiety, self-

doubt, and low self-regulation, as well as external factors like

technological distractions. Today, procrastination is understood

as a more complex behavior that is influenced by both personal

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and environmental factors, such as the rise of digital

distractions in contemporary society.

Modern-Day Challenges

The transition to online and hybrid learning environments,

accelerated by the COVID-19 pandemic, has brought new challenges

related to procrastination. The flexibility and independence

offered by online learning can be beneficial but also present

difficulties for students who lack strong self-regulation skills

(Stoliarchuk et al., 2022). In contrast to traditional

classrooms, where students are held accountable by in-person

instructors and structured schedules, online learning offers

more autonomy, which can lead to higher rates of procrastination

and psychological stress (Cerezo et al., 2017; You, 2015).

Furthermore, the role of psychological flexibility is

becoming more recognized in understanding procrastination.

Students with low psychological flexibility, who find it

difficult to adapt their plans and goals when circumstances

change, are more prone to procrastination (Glick et al., 2014).

This underscores the need for comprehensive strategies that not

only address time management but also foster psychological

flexibility, helping students to cope with changing academic

demands and pressures.

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Review of Related Literature and studies

Understanding Procrastination and Time Management and Its

Features

Time management is recognized as a crucial skill for

students, enabling them to organize, plan, and use their time

effectively to achieve specific academic tasks (Dimitrova & Ali-

Mncheva, 2018). Research indicates that students with effective

time management skills set clear goals, prioritize their tasks,

and allocate time efficiently, which is essential in managing

the pressures of academic and extracurricular commitments. For

instance, a structured daily routine has been associated with

lower stress levels and improved academic performance. Effective

time management allows students to develop actionable plans for

assignments and exams, reducing the tendency to procrastinate

(Cyril et al., 2015). Consequently, fostering good time

management skills can enhance academic success and well-being

among students.

A study by (Gafni & Geri, 2014) delved into the

procrastination tendencies of students engaged in both

individual and collaborative tasks. Their research involved 120

participants in an online discussion board and found that while

students generally completed individual assignments on time,

collaborative tasks were often postponed until the end of the

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semester. This delay was particularly pronounced in mandatory

group work, indicating the complexities of managing time

effectively in collaborative online settings.

In another significant study, (Arıbaş et al., 2021)

examined the interplay between time management and academic

procrastination among university students. Their descriptive

research, involving 425 participants, utilized correlation tests

to uncover a moderate negative relationship between effective

time management and academic procrastination. The findings

revealed that higher procrastination levels correlated with

diminished time management skills, influenced by demographic

factors such as age and social relationships. This study

underscores the multifaceted nature of time management skills

and the social contexts affecting procrastination.

Understanding the psychological underpinnings of

procrastination is essential for addressing this widespread

issue among students. Research by (Häfner et al., 2015)

emphasizes that effective time and effort management skills are

pivotal in academic settings, enabling students to set realistic

goals and prioritize their tasks. However, many students

struggle to develop these skills, leading to suboptimal academic

performance and high levels of stress (Parpala et al., 2017a).

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(Eisenbeck et al., 2019; Glick et al., 2014) highlight

that procrastination should not solely be viewed through the

lens of time management but should include factors such as

psychological flexibility and emotional regulation. Their

research suggests that students who experience low psychological

flexibility may find it difficult to manage negative emotions

and stay committed to their academic goals, leading to increased

procrastination behaviors. This aligns with (Visser et al.,

2018), who argue that procrastination is often a disconnect

between intention and action, heavily influenced by emotional

and cognitive factors.

(Dionne et al., 2016) further illustrates that

procrastination is not merely a personal failing but involves

complex interactions between self-regulation, self-efficacy, and

emotional responses to academic tasks. Understanding these

psychological factors provides a broader perspective on

procrastination, indicating that interventions must address

emotional well-being alongside time management strategies.

Academic procrastination—deliberately delaying essential

academic tasks—has significant implications for students’

performance and well-being. (Setiyowati et al., 2020) report

that procrastination habits among students often lead to

heightened stress and anxiety, undermining academic success. The

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phenomenon of academic procrastination is particularly

concerning, as it can detract from students’ motivation and

ability to manage their workload effectively (Kim & Seo, 2015).

The role of peer influence in academic procrastination has

gained increasing attention. (Winingsih et al., 2017) conducted

qualitative research among high school students and found that

90% of participants reported procrastination, highlighting the

social dynamics at play. Their findings indicate that self-

regulation and self-efficacy are critical in mitigating the

impact of peer pressure on procrastination.

(Irwansyah et al., 2021) explored how time management and

social support interact to influence procrastination levels

among university students. Their study indicated that effective

time management and high levels of social support significantly

reduce procrastination tendencies, underscoring the need for

educational interventions that foster collaborative environments

and peer accountability.

Understanding the different types of procrastinators can

inform tailored interventions. (Kims et al., 2015) categorizes

procrastinators as either optimistic or pessimistic. Optimistic

procrastinators maintain a positive outlook despite delaying

tasks, often underestimating the time required for completion.

In contrast, pessimistic procrastinators experience anxiety and

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self-doubt, which can exacerbate procrastination through

avoidance behaviors. Recognizing these mindsets is crucial for

developing effective strategies to assist students in overcoming

procrastination.

Research by (Ferrari et al., 2015) highlights several

factors contributing to procrastination, such as forgetting

assignments due to distractions, unclear expectations, and

optimistic time estimates. Additionally, external distractions,

feelings of overwhelm, and difficulties in emotional regulation

can lead to procrastination, complicating students' time

management efforts (Yanti et al., 2022; Tao et al., 2021).

Understanding these underlying factors can aid educators in

creating supportive environments that reduce procrastination.

The Role Of Time Management in Academics

Effective time management is vital for students to balance

academic responsibilities, prepare for exams, and engage in

extracurricular activities. (Ferrero & Ugidos, 2018) assert that

strong time management skills not only contribute to academic

success but also promote overall well-being. Students who manage

their time well report feeling more in control and less prone to

burnout, as they effectively navigate deadlines and

responsibilities.

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Research shows that 70-90% of students experience academic

procrastination, significantly impacting their academic

performance and mental health (Chehrzad et al., 2017). (Custer

et al., 2018) emphasizes that ineffective time management

practices often lead to poor organization, increased anxiety,

and compromised academic outcomes. This highlights the urgent

need for educational institutions to implement targeted time

management interventions to combat procrastination.

(Johnson et al., 2015) illustrates that employing time

management strategies can alleviate stress and enhance

productivity among students. Neglecting these skills, however,

often results in sleep deprivation and heightened stress levels,

further hindering students' academic performance. To combat

procrastination, establishing clear goals and timelines is

essential (Cyril et al., 2015). Research by (Baker et al. 2018)

reveals that scheduling interventions can significantly improve

students' academic performance, particularly among those with

lower baseline time management skills.

Challenges Of Procrastination

Procrastination has been acknowledged as a widespread

behavioral issue, with roots extending back to ancient times.

The shift to digital learning environments, accelerated by the

COVID-19 pandemic, has exacerbated procrastination rates among

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students. (Stoliarchuk et al., 2022) note that while online

learning offers flexibility, it also increases the risk of

procrastination due to the lack of structured schedules and peer

support. This complexity highlights the need for effective time

management strategies tailored to modern educational contexts.

Recent studies emphasize that procrastination is

influenced by both psychological factors and societal

expectations. The pervasive nature of digital distractions

complicates students’ ability to focus, leading to increased

academic procrastination. (Eisenbeck et al., 2019) further

emphasize the need to address procrastination through a

comprehensive understanding of historical and contemporary

factors that shape students' behaviors.

Synthesis of Related Literature and Studies

The studies reviewed emphasize the critical interplay

between time management skills and procrastination among

students, revealing how effective time management can mitigate

procrastination tendencies and enhance academic performance.

Research by (Dimitrova & Ali-Mncheva, 2018) asserts that

organized time management enables students to prioritize tasks

and meet academic deadlines, ultimately reducing stress levels

associated with procrastination. This notion is supported by

(Cyril et al., 2015), who argues that structured daily routines

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contribute to lower procrastination rates by facilitating

actionable plans for assignments and exams.

(Gafni & Geri, 2014) further illustrate the complexities

of procrastination in collaborative settings, where students

tend to delay group work until the semester's end. Their

findings suggest that procrastination may vary based on task

type, underscoring the importance of developing time management

strategies that address individual and group assignments.

The relationship between time management and

procrastination is corroborated by (Arıbaş et al., 2021), who

highlight a moderate negative correlation between these two

variables among university students. Their study identifies

demographic factors that influence procrastination, emphasizing

the multifaceted nature of time management skills. Additionally,

(Häfner et al., 2015; Parpala et al., 2017) point to the

importance of psychological factors in developing effective time

management skills, indicating that students often struggle to

manage their time and efforts, leading to negative academic

outcomes.

(Eisenbeck et al., 2019; Glick et al., 2014) broaden the

understanding of procrastination by incorporating psychological

flexibility and emotional regulation into the discussion. Their

research suggests that students with lower psychological

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flexibility may struggle to manage their emotions effectively,

resulting in heightened procrastination. This aligns with the

perspectives of (Visser et al., 2018), who argue that

procrastination often stems from an emotional disconnect between

intention and action.

The implications of academic procrastination extend to

overall student well-being, as noted by (Setiyowati et al.,

2020), who found that procrastination habits significantly

increase stress and anxiety levels among students. (Winingsih et

al., 2017) highlight the role of peer influence, indicating that

self-regulation and self-efficacy are essential in countering

procrastination exacerbated by social dynamics. (Irwansyah et

al., 2021) further emphasize that fostering social support in

conjunction with effective time management can help reduce

procrastination levels.

The categorization of procrastinators by (Kims et al.,2015)

as optimistic or pessimistic provides a framework for

understanding varied procrastination behaviors. (Ferrari et al.,

2015) identifies external and internal factors contributing to

procrastination, underscoring the need for educational

interventions tailored to different student profiles. The

importance of time management is further reiterated by (Ferrero

& Ugidos, 2018), who argue that strong time management skills

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promote both academic success and overall well-being, while

(Custer et al., 2018) warns that ineffective time management can

lead to anxiety and poor academic outcomes.

The historical context of procrastination, particularly in

the wake of digital learning environments exacerbated by the

COVID-19 pandemic, highlights modern challenges that students

face (Stoliarchuk et al., 2022; Eisenbeck et al., 2019) call for

a comprehensive understanding of these contemporary factors to

address procrastination effectively, indicating that tailored

strategies are necessary to help students navigate the

complexities of their academic responsibilities.

Conceptual Framework

This study examines how procrastination influences time

management skills among senior high school students. The

conceptual framework identifies procrastination as the primary

factor affecting students' ability to manage their time

effectively. The purpose of this framework is to explore how

procrastination relates to students' organizational skills,

specifically in terms of their planning, prioritization, and

goal-setting abilities, which are crucial for their academic

success.

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The framework is structured around three main components:

Procrastination (the independent variable), time management

skills (the dependent variable), and several moderating factors

that may either enhance or reduce the impact of procrastination

on time management. This structure allows a thorough examination

of how and why procrastination affects students’ ability to

manage their time, as well as the contextual factors that might

influence this relationship.

Procrastination as the Independent Variable

Procrastination is identified as the independent variable

in this study, meaning it is the primary factor being examined

for its impact on time management skills. Procrastination can

involve delaying tasks, avoiding responsibilities, or

underestimating the time required to complete assignments. These

habits may lead to inadequate planning, poor prioritization, and,

ultimately, a reduction in students' overall time management

abilities.

Time Management Skills as the Dependent Variable

The dependent variable in this study is students' time

management skills. Effective time management involves being able

to plan, organize, and allocate time to various tasks in a way

that supports academic and personal goals. When students

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experience high levels of procrastination, their time management

skills may suffer, as they struggle to keep up with deadlines

and manage academic responsibilities. In this framework, time

management skills serve as the outcome or the variable that is

influenced by procrastination.

Moderating Factors Influencing the Relationship

Three additional factors are considered to potentially

influence the relationship between procrastination and time

management skills. These factors—academic performance, stress,

and motivation—might either intensify or reduce

procrastination's impact on time management, adding complexity

to the relationship. Each of these factors can interact with

procrastination in different ways:

Academic Performance: Students with poor time management

skills due to procrastination may face missed deadlines,

incomplete assignments, or lower grades. This feedback loop

may worsen procrastination habits as students feel

demotivated by their lower academic performance.

Stress: High levels of stress may increase the likelihood

of procrastination, as overwhelmed students could delay

tasks to avoid stress. Which is students with better time

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management skills may experience less stress, helping them

to avoid procrastination.

Motivation: Low motivation may lead students to

procrastinate more frequently, as they feel less inclined

to manage their time effectively. However, students with

higher motivation levels might be able to manage their time

more effectively, reducing procrastination's impact.

To visually represent this relationship, the framework can be

illustrated as follows:

Figure 1: Conceptual Framework Diagram

In this diagram, procrastination is shown as the starting point,

affecting Time management skills directly. The academic

performance, stress, and motivation factors appear around the

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main pathway, indicating that they can influence the strength

and impact of procrastination on time management skills.

This conceptual framework illustrates how procrastination,

as a primary factor, can lead to a reduction in time management

skills among senior high school students. The moderating

factors—academic performance, stress, and motivation—offer

additional insights, showing how these elements might amplify or

lessen the effect of procrastination. By understanding these

dynamics, the study aims to provide a clearer picture of how

procrastination affects time management and the possible

interventions that might support students in improving these

essential skills.

Definition of Terms

To clarify the Ideas, Here are the Following terms are

defined according to how they are used in the research:

1. Senior High School Students

Individuals enrolled in the last two years of secondary

education, specifically within the Philippine education

system. This term refers to the demographic of students

being studied in this research.

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2. Academic Performance

The level of achievement of students in their studies,

often measured through grades, test scores, or overall GPA.

This study examines how procrastination may impact the

academic outcomes of senior high school students.

3. Procrastination:

The intentional delay or avoidance of starting or

completing tasks despite potential negative consequences.

In this study, procrastination refers specifically to the

tendency of senior high school students to postpone

academic tasks and responsibilities.

•Behavioral Factors: Influences that stem from an

individual's habits, attitudes, and actions. In this study,

behavioral factors include habits of procrastination and

their effects on time management.

•Distractions: Online activities and devices, such as

social media, gaming, or streaming, that may divert

attention from academic tasks.

•Stress: A psychological response to demanding situations

that can affect mental and physical health. In this study,

stress refers to the emotional strain students may

experience due to poor time management or procrastination.

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•Task Delay: The act of postponing or putting off an

activity that needs to be completed within a certain time

frame. Task delay in this research is linked to

procrastination habits in students.

4. Time Management

The process of planning, organizing, and exercising control

over the amount of time spent on specific activities to

increase effectiveness, efficiency, or productivity. Here,

it pertains to how students allocate and prioritize their

time for academic and extracurricular tasks.

•Coping Strategies: Techniques or methods used by

individuals to manage or alleviate stress. This study looks

at how students' coping mechanisms impact their ability to

manage time and reduce procrastination.

•Goal Setting: The process of identifying specific,

measurable, achievable, relevant, and time-bound objectives.

In time management, goal setting is essential for students

to create actionable plans and minimize procrastination.

•Motivation: The internal drive that encourages students to

complete tasks and achieve goals. This term can be relevant

if your research discusses how motivation impacts

procrastination behaviors.

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•Self-Regulation: The ability to manage one's emotions,

behavior, and body in response to external demands, such as

academic pressures. Self-regulation here may influence a

student's capacity to resist procrastination.

Statement of the problem

This study aims to investigate the relationship between

procrastination and time management skills among senior high

school students in community colleges of the Philippines during

the school year 2024-2025.

1. How may the respondents be described in terms of:

1.1 Sex

1.2 Strand

1.3 Section

2. How does procrastination affect the activities of senior

high school students in terms of:

2.1 Completing assignments

2.2 Preparing for exams

2.3 Participating in extracurricular activities

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3. What are the effects of time management skills on the

academic performance and well-being of senior high school

students?

Hypothesis

Null Hypothesis

H0: Procrastination has no significant relationship on the

time management skills of senior high school students.

Alternative Hypothesis

H1: Procrastination has a significant relationship on the

time management skills of senior high school students.

Significance of The Study

This study focuses on examining The Effect of

Procrastination on Time Management Skills of Senior High School

Students. By investigating the relationship between

procrastination and time management, this research aims to

uncover how procrastination habits impact students' ability to

effectively balance academic, extracurricular, and personal

responsibilities.

1. For Students:

The findings of this study will be invaluable to students,

providing insights into how their procrastination habits

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influence their academic performance and overall well-being.

By identifying the specific effects of procrastination—such

as its impact on grades, stress levels, and behavioral

patterns—students can develop a heightened awareness of

their time management challenges. This awareness will

empower them to adopt more effective time management

strategies, ultimately leading to improved academic outcomes

and a healthier balance between schoolwork and personal life.

2. For Teachers:

Teachers will benefit from the study’s findings by gaining a

clearer understanding of the challenges that procrastination

poses for students. This knowledge can guide educators in

developing targeted interventions and support systems within

the classroom to help students overcome procrastination. By

implementing effective time management strategies into their

teaching practices, teachers can foster an environment that

promotes academic success and personal accountability among

students.

3. For Parents:

The study will provide parents with critical insights into

how procrastination affects their children’s educational

experiences. Understanding the relationship between

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procrastination and time management will enable parents to

better support their children at home. With this knowledge,

parents can encourage positive time management practices and

foster open discussions about academic responsibilities,

helping their children develop the skills needed to navigate

their studies more effectively.

4. For Schools:

Schools will benefit from this research by receiving

valuable information on how procrastination affects

students’ academic performance and time management abilities.

By recognizing the widespread issue of procrastination,

educational institutions can implement policies and programs

aimed at addressing this challenge. Supporting students in

developing effective time management skills will likely lead

to higher academic performance and a more positive school

experience.

5. For Future Researchers:

This study lays the groundwork for future research endeavors

by highlighting the significance of procrastination and time

management in educational contexts. Future researchers may

build upon these findings to conduct longitudinal studies

that explore how procrastination behaviors and time

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management skills evolve over time, providing deeper

insights into the developmental changes that occur in

students as they progress through their academic journeys.

Scope and Delimitation

This study focuses on examining "The Effect of

Procrastination on Time Management Skills" specifically among

Grade 12 students enrolled at the Community Colleges of the

Philippines (CCP). The research will be conducted during the

2024-2025 school year, with participants limited to students in

a blended learning mode, which combines both online and face-to-

face classes. This blended setting is relevant because it

presents unique challenges in time management that may influence

procrastination behaviors.

The study's scope is limited to analyzing procrastination

in relation to time management skills, primarily looking at its

effects on academic performance, stress levels, and students'

ability to balance their responsibilities. The results are

expected to provide insights that may not only benefit the

students at CCP but also contribute to a broader understanding

of how procrastination impacts senior high school students' time

management skills in similar educational contexts.

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While the study offers valuable findings, its delimitation

includes focusing exclusively on Grade 12 students at CCP, which

means the results may not be fully generalizable to other grade

levels, schools, or learning environments. Additionally, the

study will not explore other potential influences on time

management skills, such as socioeconomic factors or family

background, as these are outside the defined scope.

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Chapter 2

Research Design

This study will employ a qualitative research design to

explore the relationship between procrastination and time

management skills among senior high school students. A

descriptive qualitative approach will be used to analyze

students' experiences, behaviors, and perceptions related to

procrastination and its effects on academic performance and

daily activities.

Through survey questionnaires and thematic analysis, the

study aims to provide deeper insights into the reasons behind

procrastination and how it influences students' ability to

manage their time effectively. This method allows for a rich and

detailed understanding of procrastination patterns, coping

strategies, and personal reflections from the students

themselves (Creswell & Poth, 2018; Merriam & Tisdell, 2016).

Using qualitative methods, the research will focus on non-

numerical data, capturing students' perspectives and lived

experiences. The results will be analyzed to identify common

themes and patterns that help explain the challenges and

strategies associated with procrastination and time management

(Patton, 2015; Yin, 2018).

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Participants and Sampling Procedures

The participants of this study will be senior high school

students from the Community Colleges of the Philippines (CCP).

Specifically, Grade 12 students enrolled in the following

strands will be included:

ABM (Accountancy, Business, and Management)

GAS (General Academic Strand)

HUMMS (Humanities and Social Sciences)

These groups will be chosen because they represent a

diverse range of academic interests and career paths, providing

a broad spectrum of insights into procrastination and time

management. The inclusion of multiple strands ensures a

comprehensive understanding of student behaviors and academic

performance across various fields of study.

Sampling Method

To select participants, stratified random sampling will be

used. Stratified random sampling ensures that specific subgroups

(strands) are well-represented in the sample, reflecting the

diversity of students' academic backgrounds. In this case, each

strand will be treated as a separate "stratum" and participants

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will be randomly selected from each stratum to ensure that all

strands are proportionately represented.

Sample

To determine the appropriate sample size, stratified

random sampling will be utilized to ensure proper representation

of each subgroup (strand) while minimizing the total population

into a manageable sample size. Slovin's formula will be applied

to calculate the sample size required, given a specified margin

of error. The formula is as follows:

Where:

n= sample size

N = total population

e=margin of error (usually 0.05)

For this study, the total population (N) is 62 students

in total of three strands, and the margin of error (e) is 0.05.

Sample Size Calculation:

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The sample size for the study is 52 respondents. This

calculated sample size will then be proportionally distributed

across the different strands (ABM, GAS, H.E) based on their

total number of students.

Table 1: Stratified Random Sampling Distribution

Stratum(Strand) Number of Proportion Calculated Number of

Students in of total sample respondents

populations population size to collect

HUMMS(Follet) 32 0.52 28 Randomly

select 28

students

ABM(Blanchard) 21 0.34 18 Randomly

select 18

students

GAS(AQUAMARINE) 9 0.15 8 Randomly

select 8

students

Justification

The participants will be selected from the single section

within each strand to ensure representation and provide a

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comprehensive understanding of procrastination and time

management behaviors. Using stratified random sampling method

guarantees that the study will capture diverse student

perspectives and experiences despite the limited number of

sections per strand (Bahir et al., 2022; Markos et al., 2022).

Research Locale and Geographical Map

The study will be conducted at the Community Colleges of

the Philippines (CCP), which serves as the primary research

locale. CCP is a notable educational institution that provides

senior high school education across various academic strands,

making it an ideal setting to investigate the relationship

between procrastination and time management.

The research will be conducted during the 2024-2025 school

year, and all participants will be students from Grade 12 in a

blended learning environment. This setting provides an

interesting dynamic, as the combination of online and face-to-

face learning can significantly impact students' time management

and procrastination habits.

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Figure 2: Geographical Map of Community Colleges of the

Philippines - CCP, Inc.

This map provides an overview of the location, allowing a visual

representation of where the study will be conducted.

Materials and Instrumentation

The primary tool for data collection in this study will be

a survey questionnaire designed to assess procrastination habits

and time management skills among students. The survey

questionnaire will contain a total of 18 questions, including

both closed and open-ended items. The closed-ended questions

will be based on established scales, while the open-ended

questions will allow for personal insights into the student's

experiences with procrastination.

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The Procrastination Assessment Scale for Students (PASS)

developed by (Solomon & Rothblum, 2022) will be the foundation

for the questionnaire. This scale has been widely used to

measure procrastination in academic settings, and its

reliability and validity have been established in previous

research.

The collected data will be analyzed using descriptive

statistics such as Thematic analysis, ranking, and mean to

summarize and present the results. A total of 54 students will

be surveyed, with a 5% margin of error and a 95% confidence

interval to ensure the validity of the findings.

Data Collection Procedures

The data collection procedure will involve the following

steps:

Preparation: Students will be informed about the purpose of

the study before distributing the questionnaires.

Survey Distribution: the questionnaire will be distributed

to the participants in a face-to-face format, depending on

the delivery mode of the blended learning setup.

Survey Completion: Students will be given sufficient time to

complete the survey. It will take approximately 5-10 minutes

for each participant to finish the questionnaire.

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Collection of Data: After the surveys are completed, the

responses will be collected and stored securely for analysis.

Data Analysis Procedures

Since this study follows a qualitative research design,

the collected data will be analyzed through thematic analysis to

uncover patterns, themes, and insights related to

procrastination and time management skills among senior high

school students.

Qualitative Data Analysis:

The responses gathered from the survey will be examined

using thematic analysis, focusing on identifying common themes

regarding student's experiences, perceptions, and behaviors

related to procrastination. This method will allow for an in-

depth exploration of how procrastination influences student's

academic activities, well-being, and overall time management.

The results will provide contextual and behavioral

explanations of procrastination, allowing for a comprehensive

understanding of its impact on students’ time management skills.

The insights gained will help in identifying strategies that

students use to cope with procrastination, as well as its

effects on their academic performance and daily activities.

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Statistical Treatment

In this study, the data gathered from the survey

questionnaire will be analyzed using both descriptive statistics.

Descriptive Statistics

Descriptive statistics will be used to summarize the basic

features of the data:

•Frequency and Percentage Distribution: To describe the

demographic profiles of respondents, such as sex, section,

and strand.

•Mean: To assess the level of challenges students face in

procrastination when completing assignments, preparing for

exams, and participating in extracurricular activities.

•Thematic Analysis: To analyze and summarize responses

from open-ended questions.

Table 2: Likert Scale

Scoring:

Rating Scale Weights Assigned Interpretation

4 3.25-4.00 Always

3 2.50-3.24 Often

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2 1.75-2.49 Rarely

1 1.00-1.74 Never

Resource: (Solomon & Rothblum 2022)

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CHAPTER III

Table 3

I. Demographic Profile of the Students (n=54)

No. Category Frequency Percentage Rank

1 Sex

Male 28 52% 1

Female 26 48% 2

2 Strand

HUMMS 28 55% 1

ABM 18 33% 2

GAS 8 12% 3

3 Section

Follet 28 55% 1

Blanchard 18 33% 2

Aquamarine 8 12% 3

The Table 1 shows the demographic profile of the 54

respondents reveals that most them were male, comprising 52% of

the sample, while females accounted for 48%. For strand, the

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humanities in Social Sciences (HUMMS) had the largest share of

respondents at 55%, ranking first. The Accountancy, business,

and Manangement were accounted at 33%. While the General

Academic Strand had the lowest representation at 12%. In terms

of Sections, Follet had the highest representation of 55%. While

the Blanchard had a total frequency of 33% and Aquamarine had

the lowest representation of 12%.

Section II: Procrastination and Activities

Table 4

Statements

Completing Assignments WM VD R

I postpone completing assignments until the 3.07 Often 1

last minute.

I struggle to focus on assignments due to 2.91 Often 3

distractions.

I feel overwhelmed by assignments and delay 2.91 Often 3

starting them.

I often underestimate the time needed to 3.02 Often 2

complete assignments.

I neglect assignments to prioritize leisure 2.50 Often 4

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activities.

Overall mean and verbal interpretation 2.88 Often

Preparing for Exam

I delay reviewing lessons until the day before 2.91 Often 1

exams.

I feel unprepared because I don’t start 2.81 Often 2

studying early.

I cram instead of studying regularly for 2.54 Often 4

exams.

I avoid preparing for exams due to anxiety. 2.81 Often 2

I waste time on unrelated activities instead 2.80 Often 3

of studying.

Overall mean and verbal interpretation 2.77 Often

Participating in Extracurricular Activities

I avoid extracurricular activities due to 2.80 Often 3

unfinished schoolwork.

I struggle to manage my time between 2.72 Often 4

schoolwork and extracurriculars.

I feel guilty for neglecting extracurricular 2.89 Often 1

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activities.

I delay joining extracurricular activities 2.70 Often 5

because of procrastination.

I miss deadlines for extracurricular 2.81 Often 2

commitments.

Overall mean and verbal interpretation 2.78 Often

The results indicates that the respondents generally often

face challenges when procrastinating in completing assignments,

preparing for exams, and participating in extracurricular

activities. In Completing assignments, most of the respondents

often encounter challenges or struggles despite postponing their

assignments (mean = 3.07), followed by underestimating their

time complete their assignments (mean = 3.02), then both tied at

struggling to focus and being overwhelmed by their

assignments(mean = 2.91) and neglecting their assignments (2.50).

Similarly, The respondents somewhat struggle when delaying their

review of lessons until the day before exams (mean = 2.91),

followed by at being tied for avoiding preparedness cause by

anxiety and doesn't start studying early (mean = 2.81), then

wasting time on unrelated activities instead of studying (mean =

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2.80) and cramming instead of studying regularly for exams (mean

= 2.54).

Lastly, the respondents faces challenges when neglecting

extracurricular activities (mean = 2.89) followed by missing

deadlines of the extracurricular commitments (2.81), then

avoiding extracurricular activities due to unfinished schoolwork

(mean = 2.80) next is struggling ti manage time between

schoolworks and extracurricular (mean = 2.72) and delaying to

join extracurricular activities because of procrastination (mean

= 2.70). The overall mean scores suggest that while

Extracurricular activities and preparing for exams often face

challenges, Completing their assignments stand out as it is

significant more challenging to them when procrastinating ,

especially when they are delaying and underestimating their

assignments.

Section III: The effects of Time Management Skills

Time Management’s Impact on Academic Performance

The responses from the survey reveal varying perspectives

on how time management affects students' academic performance.

Some students recognize the positive impact of effective time

management, stating that it helps them accomplish tasks early,

complete activities smoothly, and reduce academic pressure. By

managing their time well, they are able to focus on their

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lessons, submit work on time, and achieve decent grades. These

students view time management as a tool that enhances their

academic success and minimizes stress.

On the other hand, several students acknowledge the

negative effects of poor time management. They express that

their lack of organization leads to unfinished tasks,

unpreparedness, and lower grades. Some admit that their poor

time management skills result in failing scores, as they

struggle to focus on schoolwork and often delay reviewing

lessons until the day of an exam. For these students,

procrastination and distractions hinder their academic

performance, causing additional stress and difficulty in meeting

deadlines.

the responses indicate that time management plays a

crucial role in academic success. While some students benefit

from effective time management, others struggle with

procrastination and its consequences. The findings highlight the

importance of developing time management skills to improve

academic performance and reduce stress.

Time Management’s Influence on Mental Health and Well-Being

The responses reveal mixed perspectives on how time

management skills affect students' mental health and overall

well-being.

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For many students, effective time management reduces

stress and prevents cramming. Several respondents mentioned that

managing their time well helps them complete tasks early, giving

them a sense of relief and allowing them to avoid last-minute

pressure. This, in turn, contributes to a more positive and

balanced well-being.

However, some students experience negative effects on

their mental health, particularly when they struggle with time

management. Those who get easily distracted often find their

schoolwork piling up, leading to feelings of stress, anxiety,

and even loss of sleep. The overwhelming workload due to poor

time management can take a toll on their mental state.

Some students also highlighted coping mechanisms they use

to manage stress, such as listening to music, playing sports,

and engaging in relaxation activities. These activities help

them maintain a sense of balance, even when facing academic

challenges.

the responses indicate that while effective time

management can reduce stress and improve well-being, poor time

management can lead to anxiety and overwhelming workloads.

However, some students remain unaffected by their time

management habits, highlighting the individual differences in

coping with academic responsibilities.

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Challenges in Time Management

The responses reveal several common challenges that

students face when trying to manage their time effectively. One

of the most frequently mentioned issues is procrastination, with

many students admitting that they delay tasks due to

distractions such as watching K-dramas or scrolling on social

media. This tendency to put off work often results in unfinished

assignments and increased academic pressure.

Another major challenge is distractions, particularly from

electronic devices and social media. Many students struggle to

stay focused on their schoolwork, as they are easily drawn to

other activities, causing delays in task completion. Some also

mention that they forget about their academic responsibilities

due to these distractions.

Laziness is another recurring theme in the responses.

Several students acknowledge that they have difficulty

motivating themselves to start or complete their tasks, which

negatively affects their time management. This lack of

motivation often leads to cramming and unfinished work.

Additionally, some students experience anxiety, which

makes it harder for them to plan and manage their time

effectively. Anxiety can create a sense of being overwhelmed,

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making it difficult to concentrate on tasks and leading to

procrastination.

Overall, the responses highlight that procrastination,

distractions, laziness, and anxiety are the main barriers to

effective time management among students. These challenges often

lead to stress, unfinished tasks, and lower academic performance.

Addressing these issues through better self-discipline and time

management strategies could help students improve their

productivity and reduce stress.

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Chapter 4

Conclusion:

The researchers conclude that:

Demographic Profile of Respondents

Table 1 shows the demographic profile of the 54

respondents. Most of them were male (52%), while females

accounted for 48%. Among the strands, HUMSS had the highest

number of respondents (55%), followed by ABM (33%), and GAS had

the lowest representation (12%). In terms of sections, Follet

had the highest representation (55%), Blanchard had 33%, and

Aquamarine had the least (12%).

Procrastination and Activities

The data show that students often struggle with

procrastination in completing assignments, preparing for exams,

and participating in extracurricular activities.

Assignments: The biggest challenge is postponing tasks

(mean = 3.07), followed by underestimating time needed

(mean = 3.02). Students also struggle to focus (mean = 2.91)

and feel overwhelmed (mean = 2.91), while some neglect

assignments altogether (mean = 2.50).

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Exams: Many students delay reviewing lessons until the day

before an exam (mean = 2.91). Other challenges include

avoiding preparation due to anxiety (mean = 2.81) and

wasting time on unrelated activities (mean = 2.80).

Cramming instead of regular studying was also noted (mean =

2.54).

Extracurricular Activities: Students struggle with

neglecting extracurricular activities (mean = 2.89),

missing deadlines (mean = 2.81), and avoiding activities

due to unfinished schoolwork (mean = 2.80). Managing time

between schoolwork and extracurriculars is also challenging

(mean = 2.72).

Overall, completing assignments is the most challenging task

when procrastinating.

Time Management’s Impact on Academic Performance

The responses show that time management significantly

affects academic performance.

Positive Effects: Students who manage their time well

complete tasks early, reduce stress, and perform better

academically. They submit work on time and achieve higher

grades.

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Negative Effects: Poor time management leads to unfinished

tasks, lack of preparation, and lower grades. Some students

admitted that their procrastination resulted in failing

scores.

The findings highlight the importance of good time management in

academic success.

Time Management’s Influence on Mental Health and Well-Being

Students had mixed responses about how time management

affects their mental health:

Positive Impact: Effective time management reduces stress,

prevents cramming, and allows students to feel more in

control of their workload.

Negative Impact: Poor time management causes stress,

anxiety, and lack of sleep. Some students feel overwhelmed

by their unfinished schoolwork.

Coping Mechanisms: To manage stress, students engage in

activities like listening to music, playing sports, and

relaxation techniques.

This suggests that while good time management improves well-

being, poor management can increase stress and anxiety.

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Challenges in Time Management

Students face several obstacles in managing their time

effectively:

Procrastination: Many delay tasks due to distractions like

social media and entertainment.

Distractions: Electronic devices and social media make it

difficult to stay focused on schoolwork.

Laziness: Some students struggle with motivation, leading

to cramming and unfinished work.

Anxiety: Stress and overthinking make it harder for

students to plan and complete tasks efficiently.

these challenges often lead to lower academic performance and

increased stress.

Recommendations

The following recommendations are proposed based on the

conclusions:

1. Time Management Workshops:

Schools should provide training sessions on effective time

management strategies. These workshops should focus on

setting priorities, creating study schedules, and

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minimizing distractions to help students manage their tasks

efficiently.

2. Guided Study Sessions:

Implement scheduled study sessions where students can work

on assignments and review lessons with teacher guidance.

These sessions will help students stay on track, reduce

procrastination, and develop better study habits.

3. Teacher Support and Encouragement:

Teachers should guide students in managing their time by

setting clear deadlines, providing structured task

breakdowns, and encouraging early submission of assignments.

They can also incorporate time management techniques into

their teaching strategies.

4. Use of Productivity Tools:

Schools should introduce students to digital tools like

planners, calendar apps, and task management software to

help them stay organized and track their academic

responsibilities effectively.

5. Stress Management Activities:

Encourage students to engage in stress-relief activities,

such as listening to music, exercising, or practicing

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mindfulness, to maintain a balanced well-being while

managing academic tasks.

6. Further Research on Related Factors:

Future studies should explore other factors influencing

time management and procrastination, such as motivation,

personal habits, and the role of external influences like

social media.

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References

(Ferrari et al., 2014) Procrastination is a universal phenomenon

that has been linked to significant challenges in academic

settings.

(Grunschel et al., 2015) Procrastination impacts Student's time

management skills.

(Eerde et al.,, 2015) Procrastination are common due to lack of

accountability and distractions.

(Schraw et al., 2014; Klassen et al., 2016) This Study seeks to

propose new strategies and enchance Time management skills

(Dimitrova & Ali-Mncheva, 2018) Time Management as a Controlled

practice of organizing.

(Cyril et al., 2015) Time management reduces procrastination,

improving academic success.

(Gafni & Geri, 2014) define procrastination as delaying

controllable tasks until the last moment or neglecting them.

(Arıbaş et al., 2021) explored the link between time management

and academic procrastination among 425 university students using

correlation analysis.

(Svartdal et al., 2020) Procrastination is link to poor

performance, lower grades, and increased stress.

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(Setiyowati et al., 2020) Procrastination increases stress and

lowers work quality, creating a vicious cycle.

(Cerezo et al., 2017) Procrastination affects academic

performance and mental health, with up to 95% of college

students experiencing it.

(Kims et al., 2015) classify procrastinators as optimistic;

overconfident and reliant on last-minute efforts and pessimistic;

aware of the risks but unable to act.

(Ferrari et al., 2015) Distractions and forgetfulness lead to

last-minute assignment rushes, though not always procrastination.

(Ferrari et al., 2015) Unclear task goals lead to delays,

causing confusion and poor planning as deadlines near.

(Allien & Milgram, 2017) Optimism bias causes students to

misjudge time, leading to poor time management and

procrastination.

(Andreassen et al., 2015) Social media and personal devices

distract students, leading to procrastination.

(Tao et al., 2021) Procrastination often arises from avoiding

negative emotions like anxiety or boredom through distractions.

(Ferrero & Ugidos, 2018) Strong time management skills help

students feel more in control and reduce academic stress.

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(Chehrzad et al., 2017; Miklyaeva et al., 2018) Effective time

management helps students break tasks into steps, set goals, and

avoid last-minute stress, leading to better academic performance.

(MedlinePlus, 2024) Stress arises from perceived pressure and

can lead to burnout if unmanaged.

(Häfner et al., 2014) Studies show time management interventions

effectively reduce procrastination.

(Santos et al., 2022) Among Filipino high school students,

better time management correlated with higher academic

achievement during COVID-19.

(Janssen et al., 2015) Procrastination has existed for thousands

of years, with ancient Egyptian texts (1400 B.C.) mentioning its

struggles.

(Scent & Boes, 2014) In ancient Rome, procrastination was seen

as laziness and a moral failing.

(Stoliarchuk et al., 2022) Online learning's flexibility

challenges students lacking self-regulation, increasing

procrastination.

(Cerezo et al., 2017; You, 2015) Online learning’s autonomy

increases procrastination and psychological stress compared to

traditional classrooms.

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(Glick et al., 2014) Low psychological flexibility makes

students more prone to procrastination when facing changing

circumstances.

(Visser et al., 2018) Procrastination arises from an emotional

disconnect between intention and action.

(Custer et al., 2018) Ineffective time management increases

anxiety and harms academic performance.

(Creswell & Poth, 2018; Merriam & Tisdell, 2016) Survey and

thematic analysis offer deep insights into procrastination

patterns, coping strategies, and time management.

(Patton, 2015; Yin, 2018) Qualitative research captures student

experiences, identifying themes in procrastination and time

management.

(Solomon & Rothblum, 2022) The Procrastination Assessment Scale

for Students (PASS) is a reliable tool for measuring academic

procrastination.

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Appendix A.

Survey Questionnaire

Title: The Effects of Procrastination in Time Management Skills

of Senior High School Students

1. Demographic Profile

Introduction: Fill in the blank for each Question

Sex:________ Strand:________ Section________

2. Procrastination and Activities

Introduction: Please put (✓) on the box as the response that

best describes how often the statement applies to you. Please
answer the questions honestly, Do not leave each questions
Unanswered.

4 - Always

3 - Often

2 - Rarely

1 - Never

2.1 Completing Assignments

QUESTIONS 4 3 2 1

I postpone completing assignments until the

last minute.

I struggle to focus on assignments due to

distractions.

I feel overwhelmed by assignments and delay

starting them.

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I often underestimate the time needed to

complete assignments.

I neglect assignments to prioritize leisure

activities.

2.2 Preparing for Exams

QUESTIONS 4 3 2 1

I delay reviewing lessons until the day before

exams.

I feel unprepared because I don’t start

studying early.

I cram instead of studying regularly for

exams.

I avoid preparing for exams due to anxiety.

I waste time on unrelated activities instead

of studying.

2.3 Participating in Extracurricular Activities

QUESTIONS 4 3 2 1

I avoid extracurricular activities due to

unfinished schoolwork.

I struggle to manage my time between

schoolwork and extracurriculars.

I feel guilty for neglecting extracurricular

activities.

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I delay joining extracurricular activities

because of procrastination.

I miss deadlines for extracurricular

commitments.

3. The Effects of Time Management Skills

Instruction: Please answer the following questions briefly and

concisely.

1. How do you think your time management skills impact your

academic performance?

2. What challenges do you commonly face when trying to manage

your time effectively?

3. In what ways do your time management skills influence your

mental health and overall well-being as a student?

Validated and Approved by:

Mr. Ronald S. Espinosa, LPT

Research Head

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Curriculum Vitae

Name: Ocampo, Ruben T. III

Address: Aduas Sur Fajardo St. Cab City, Nueva

Ecija

Contact Number: 0991 118 4829

Email: ocamporuben611@gmail.com

Educational Background:

Senior high school Community Colleges of the

Phillipines
2023-2025

Mabini St., Quezon Dist.,

Cabanatuan City, Nuevae Ecija

Junior High School Padre Gregorio Crisostomo

Integrated School
2019-2022

Aduas Sur, Cabanatuan City,

Nueva Ecija

Primary Cabanatuan City Christian

Institute
2013-2019

Rizal St. Cabanatuan City,

Nueva Ecija

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Research Experience

Title: The Effects of Procrastination on Time Management Skills

of Senior High School Students

Role: Lead Researcher

Institution: Community Colleges Of the Philippines

Year Conducted: 2024-2025

Research Focus: Investigating the relationship between

procrastination and time management among students

Skills and Competencies

- Data analysis using descriptive and inferential statistics

- Survey design and administration

- Academic writing and research synthesis

- Time management and problem-solving

Achievements and Certifications

With Hight honors With honors

References

Ms. Mikaella Samson

Adviser, Community Colleges of the Philippines

301 Mabini Street, Quezon District, Cabanatuan City, Nueva Ecija

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Name: Carreon, Chris Iann R.

Adress: Purok 5, Brgy Valle Cruz Cab. City,

Nueva Ecija

Contact Number: 0960 214 4561

Email: chrisianncarreon@gmail.com

Education Background:

Senior High School Community Colleges of the

Phillipines
2023-2025

Mabini St., Quezon Dist.,

Cabanatuan City, Nuevae Ecija

Junior High School San Isidro Integrated School

2019-2022 San Isidro Cabanatuan City,

Nueva Ecija
Primary Valle Cruz Elemntary School

2013-2019 Brgy, Valle Cruz, Cabanatuan

City Nueva Ecija

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Research Experience

Title:The Effects of Procrastination on Time Management Skills

of Senior High School Students

Role: Co Researcher

Institution: Community Colleges Of the Philippines

Year Conducted: 2024-2025

Research Focus: Investigating the relationship between

procrastination and time management among students

Skills and Competencies

- Collaboration and teamwork in research

- Academic writing and research synthesis

Achievements and Certifications

With Honors

References

Ms. Rica Mae N. Sabukohan

Adviser, Community Colleges of the Philippines

301 Mabini Street, Quezon District, Cabanatuan City, Nueva Ecija

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Name: Umali, Joshua B.

Adress: Aduas Sur, Cabanatuan City,

Nueva Ecija

Contact Number: 0993 966 7513

Email: umalijoshua511@gmail.com

Education Background:

Senior High School Community Colleges of the

Phillipines
2023-2025

Mabini St., Quezon Dist.,

Cabanatuan City, Nuevae Ecija

Junior High School Padre Gregorio Crisostomo

Integrated School
2019-2022

Aduas Sur, Cabanatuan City,

Nueva Ecija

Primary Padre Gregorio Crisostomo

Integrated School
2013-2019

Aduas Sur, Cabanatuan City,

Nueva Ecija

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Research Experience

Title:The Effects of Procrastination on Time Management Skills

of Senior High School Students

Role: Co Researcher

Institution: Community Colleges Of the Philippines

Year Conducted: 2024-2025

Research Focus: Investigating the relationship between

procrastination and time management among students

Skills and Competencies

- Collaboration and teamwork in research

Achievements and Certifications

With Honors

References

Ms. Mikaella Samson

Adviser, Community Colleges of the Philippines

301 Mabini Street, Quezon District, Cabanatuan City, Nueva Ecija

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Name: Nalupa, Ancic Lei Emmanuel J.

Adress: Aduas Sur, Cabanatuan City,

Nueva Ecija

Contact Number: 0945 341 1701

Email: anciclei@gmail.com

Education Background:

Senior High School Community Colleges of the

Phillipines
2023-2025

Mabini St., Quezon Dist.,

Cabanatuan City, Nuevae Ecija

Junior High School Lazaro Francisco Integrated

School
2019-2022

Cabanatuan City, Nueva Ecija

Primary Lazaro Francisco Integrated

School
2013-2019

Cabanatuan City, Nueva Ecija

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Research Experience

Title:The Effects of Procrastination on Time Management Skills

of Senior High School Students

Role: Co Researcher

Institution: Community Colleges Of the Philippines

Year Conducted: 2024-2025

Research Focus: Investigating the relationship between

procrastination and time management among students

Skills and Competencies

- Collaboration and teamwork in research

References

Ms. Rica Mae N. Sabukohan

Adviser, Community Colleges of the Philippines

301 Mabini Street, Quezon District, Cabanatuan City, Nueva Ecija

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