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LILOAN NATIONAL HIGH SCHOOL EXTENSION DON BOSCO CAMPUS
Cotcot, Liloan, Cebu City, Philippines
GRADE 12 ALBERA (GAS-HUMSS)
A COMPREHENSIVE ANALYSIS OF THE INTERPLAY AMONG STRESS, ACADEMIC

PROCRASTINATION, AND ACADEMIC PERFORMANCE OF GRADE 10 STUDENTS AT
LNHS EXTENSION DON BOSCO CAMPUS
MRS. MERLIN M. CATANGCATANG
Research Adviser
Available to public Yes
Available only after contribution with author/research adviser Yes
Available only to those bound by a confidentiality agreement Yes
Student’s Signature _____________________________________________
Research Adviser’s Signature _____________________________________________

Abstract
This study investigates the relationship of academic procrastination, stress, and
academic performance among Grade 10 students at LNHS Extension Don Bosco Campus.
Additionally, the research aims to identify the prevalence of procrastination behaviors,
stressors experienced by students, and their impact on academic achievement.
Moreover, a stratified random sampling technique was employed to select 21
participants from three sections: Ruiz, Savio, and Beltrami. Furthermore, data was
collected using standardized questionnaires distributed through Google Forms,
covering various aspects of procrastination, stress, and academic performance.
Subsequently, quantitative analysis, including correlation analysis, was conducted to
examine the relationships between procrastination, stress, and academic achievement.
The findings revealed moderate levels of procrastination in various academic
tasks, with occasional delays observed in meeting deadlines and attending meetings.
Additionally, students reported experiencing stress related to academic demands,
interpersonal relationships, and environmental factors. While most procrastination
behaviors did not significantly correlate with academic achievement, procrastination in
attendance tasks showed a moderate negative correlation with academic performance.
Consequently, the study underscores the importance of implementing interventions to
address procrastination tendencies and manage stress effectively to enhance student
well-being and academic success.

ACKNOWLEDGEMENT
The success of this study is attributed to the invaluable contributions and
support of the following individuals who inspired us to pursue excellence in our
research endeavors.
We express our heartfelt gratitude to our research teacher, Mrs. Merlin M.
Catangcatang, for her invaluable support and guidance throughout this study. Despite
her busy schedule, she generously allocated her personal time to address our concerns
and provide assistance in conducting our research, for which we are truly grateful.
Special gratitude is also extended to our research adviser, Ms. Julienn Nuñeza,
for her invaluable guidance and unwavering support. Despite her demanding schedule,
she consistently made time to address our numerous queries and provide insightful
feedback.
We would like to extend our appreciation to our research coordinator, Mr.
Collenn H. Callanga, for his organizational skills and administrative support. His
assistance in coordinating resources and logistics has been indispensable in ensuring
the smooth progression of this study.
We are also grateful to Mr. Rey C. Gerolaga, the School Head, for providing us
with the opportunity and resources to conduct this research. His encouragement and
endorsement have empowered us to pursue academic excellence and contribute to the
scholarly discourse.
Special thanks to our research leader, Khian Wade S. Solano, whose guidance
and expertise have been invaluable throughout the process of conducting this study. His
dedication and support have played a significant role in shaping the direction and
outcomes of this research endeavor.

Lastly, we acknowledge the unwavering support of our family, friends, and
loved ones, whose encouragement and understanding sustained us throughout this
endeavor. Their belief in our abilities and their words of encouragement motivated us to
overcome challenges and strive for excellence. Above all, we offer our deepest gratitude
to God, whose divine guidance has illuminated our path and bestowed upon us the
strength and wisdom to undertake this research journey.
Khian Wade S. Solano
Jay Ann Abordo
Jannel Y. Pepito
Sherene Angel Toledo
Esael Judilla
Francis Adrian San Jose
Jhon Carlo Asio
Anthony Nayon
Proponents
CHAPTER 1
THE PROBLEM AND ITS SCOPE
Rationale
Modern psychologists are showing a growing interest in conducting research
aimed at elucidating the phenomenon of procrastination, which continues to be among
the least comprehended aspects of human behavior (Karatas, 2015). Addressing this
challenge is crucial because procrastination has the potential to evolve into a habit that
significantly impairs one's productivity (Goroshit, 2018).
In essence, procrastination can negatively impact work, grades, and life in
general. There are different types of procrastination and causes such as poor time
management, fear, and impulsivity (Sun, 2023). Academic procrastination is a
widespread phenomenon observed among students, characterized by the deliberate
postponement of various tasks, assignments, projects, and even exam preparations
(Steel & Klingsieck, 2016). Similarly, Zacks and Hen (2018) stated that procrastination
is a common experience for all individuals, with some showing a chronic pattern across
different aspects of life, while others procrastinate only in specific situations or
domains. Specifically, Esmaeili and Monadi (2016) added that procrastination on
academic tasks is a prevalent issue among both middle school and college students,
serving as a prominent contributor to their struggles with learning and academic
attainment.
Furthermore, this aligns with the findings of Gupta and Chitkara (2018), who
discussed the impact of poor time management and procrastination on students'
academic outcomes. By failing to make efficient use of time, students may experience
heightened stress levels and struggle to meet their academic obligations, leading to poor
academic performance. Students frequently tend to procrastinate and delay the
initiation of academic tasks or activities when they are provided ample time for
completion. This tendency is especially noticeable when they lack the necessary
motivation to actively engage in the given task. This behavioral pattern can
subsequently lead to the emergence of time pressure and a sense of time deprivation.
In fact, the study of Gregory and Garcia (2015) revealed a significant tendency
among students to submit their work only on the deadline. The records indicated that
approximately 74% of submissions were made on the last day. The scholarly literature
on time pressure defines it as a form of psychological tension that manifests through the
perception of being hurried or rushed, mostly due to one’s procrastination habits. In the
majority of academic discussions, time pressure is generally viewed as a negative
phenomenon. However, an underlying question arises as to whether it is invariably
detrimental.
In addition, studies specifically investigating the relationship between
procrastination, stress, and academic performance have yielded conflicting findings.
Stress is the emotional and psychological response individuals undergo when they
perceive that the demands of a situation surpass their available personal and social
capabilities. Moreover, research has demonstrated that stress exerts an inhibiting
influence on the ability to memorize facts and cognitive control has been observed to
deteriorate when complex tasks are performed under time pressure. Nonetheless, other
studies present evidence of a curvilinear relationship, indicating that while excessive
time pressure is indeed detrimental, moderate levels of time pressure can enhance
productivity and foster improved academic performance (Kuftyak, 2022).

However, the study by Hayat et al. (2020) found that procrastinating students
are at a higher risk of experiencing academic performance issues compared to their
non-procrastinating peers. Multiple studies have indicated that procrastination
detrimentally impacts learning, attitude toward courses, and overall academic
performance.
In summary, there are ample grounds for exploring the factors associated with
academic procrastination and understanding its adverse impacts on students’ lives
(Karatas, 2015). Generally, as grade 10 students approach the culmination of their
junior high school journey, the pressure to excel academically and meet academic
deadlines can be hindered by academic procrastination. Ultimately, the significance of
this research lies in addressing the prevalent issue of procrastination among junior high
school students, who frequently delay their academic tasks, leading to adverse
consequences. Despite this trend, there remains a lack of task-oriented elucidation
regarding the relationship between academic performance, student stress, and
procrastination (Kuftyak, 2022).
THEORETICAL BACKGROUND
Related Theories
As stated by Zhang and Feng (2020), when people procrastinate, they avoid
doing something now but expect they'll be willing to do it later. Consequently, robust
theories about procrastination should be able to explain why people make these kinds
of unequal choices between the present and the future. Zhang et al. (2019) added that in
present, the emotion-regulation perspective and temporal motivation theory emerge as

the most substantiated frameworks within the scholarly discourse, offering
comprehensive explanations for the phenomenon of procrastination.
This research is underpinned by Steel and Kö nig's (2006) Temporal Motivation
Theory. This framework posits that temporal pressure is influenced by four critical
factors: expectancy, value, impulsiveness, and time. This also stands out as a particularly
comprehensive and promising framework for advancing scholarly understanding of
procrastination (Steel et al., 2018). Temporal motivation theory explains the increase in
people's motivation to act as deadlines approach, taking into account the time
discounting effect (Zhang et al., 2019). According to this theoretical framework,
individuals are inclined to defer tasks under circumstances in which they anticipate
suboptimal performance, perceive reduced value in the eventual outcome, demonstrate
impulsivity with difficulties in resisting temptations, and contend with an extended time
horizon (Steel et al., 2018).
Also, this research is anchored on Gross’ (2015) Emotion-regulation Perspective.
From the emotion-regulation perspective, procrastination is perceived as a breakdown
in self-regulation, favoring immediate mood improvement over the pursuit of long-term
objectives (Zhang et al., 2019). Procrastination initiates a shift in the emotional
landscape following the decision to postpone a task, presenting a hedonic adjustment.
Hence, scholarly discourse on procrastination necessitates an initial exploration of
emotion regulation (Pychyl & Sirois, 2016). Tull et al. (2020) also mentioned that in
situations where individuals encounter a particularly aversive task, they may prioritize
short-term emotional comfort over the pursuit of long-term goals, thereby choosing to
avoid the task despite its potential negative impact on their overall objectives.
Lastly, this study is also in connection with the Self-efficacy theory proposed by
Albert Bandura, which suggests that an individual's belief in their ability to perform a
task affects their behavior and emotional responses (Vancouver & Kendall, 2016). In the
context of deadline-induced panic, individuals with low self-efficacy may doubt their
ability to meet the deadline successfully, leading to increased stress and panic as the
deadline approaches. In a study conducted by Alyami et al. (2017), the researchers
explored the connection between self-esteem, academic self-efficacy, stress, and
academic performance. The findings revealed that a significant portion, 71% of the
respondents, reported high levels of stress. The study also indicated a modest yet
meaningful relationship between academic self-efficacy and performance (Tus, 2020).
Another prevailing theory by Albert Bandura suggests that students who engage
in self-regulation possess the capacity to monitor and assess their behaviors, evaluate
their effectiveness, and adjust their actions accordingly through modification,
reinforcement, or negation. This proves that within educational settings, students
exercise autonomy in selecting and guiding their behaviors (Mostafa, 2018).
Related Literatures
Recognized as a problematic behavioral pattern characterized by the voluntary
postponement of significant tasks despite awareness of resulting negative
consequences, procrastination is garnering heightened interest among researchers
aiming to deepen comprehension of its associated factors and outcomes (Sirois, 2014).
As a result, procrastination entails a failure to effectively regulate behavior to align with
intentions and accomplish our goals (Pychyl & Sirois, 2016).

Once procrastination becomes habitual, it often leads to increased stress levels.
Stress represents a significant concern for students as they navigate through various
academic, social, and personal challenges (Lin & Huang, 2014). In particular, research
by Zhang et al. (2018) demonstrated that individual variations in procrastination are
associated with structural abnormalities and changes in spontaneous metabolism. This
finding supports the argument put forth by Kljajic and Gaudreau (2018) that
procrastination is likely to have a negative correlation with academic achievement, even
among students who are not typically classified as procrastinators.
Additionally, scholarly literature on procrastination suggests that when stress is
perceived negatively or reaches excessive levels, it can detrimentally impact both
physical health and academic performance, posing significant challenges for students
(Lin & Huang, 2014). However, despite the potential contribution of academic
environments to this phenomenon, the predominant focus of research endeavors aimed
at elucidating the mechanisms underlying procrastination has been on individual
variables such as personality traits, motivation, affect, and other related factors
(Svartdal, 2020).
To put it simply, the influence of academic stress on academic performance is
mediated by academic procrastination. When individuals perceive academic stress,
their performance tends to improve if they engage in active procrastination, whereas
passive procrastination can lead to poorer performance (Qian & Fuqiang, 2018).
Related Studies
Several studies on academic procrastination found that students who lack
essential self-management skills, such as effective task planning and prioritization may
experience heightened uncertainty when confronted with situations requiring a
significant degree of autonomy (Goroshit, 2018). In fact, the findings of the previous
studies reveal that the reports of students of their procrastination indicate a negative
meaningful difference with their academic performance (Karatas, 2015)
According to Tus (2020), academic performance is a crucial component for high
school students as they approach college because higher academic performance results
in better career opportunities. However, it is important to consider that existing
theories on academic performance and stress may not fully capture the unique
perspectives of Filipino and Asian students when it comes to understanding their views
on motivation, stress, and learning within the school environment. Additionally, the
research revealed a significant correlation between students' motivation to succeed and
their academic performance (Kori et al., 2016). Thus, when students cannot manage
their academic tasks, their motivation diminishes, and they struggle to guide themselves
effectively (Fathiyah, 2020).
Furthermore, the study by Fathiyah (2020) noted that academic tasks are
consistently constrained by time, encompassing deadlines for assignments, homework,
exams, and other academic obligations. For instance, a study conducted by Thierauf
(2021) emphasized that deadlines ensure that students are responsible for completing
their work within a specified time frame, typically a quarter, term, or semester. Within
the context of higher education, deadlines are often portrayed as instruments that equip
students for the challenging realities of the external world. Similar to any assigned
material that ends with an evaluation, the characteristics and timing of deadlines set for
learning tasks can influence both student engagement and efficiency (Miller et al.,
2019). This is evident in the study of Thierauf (2021) wherein strict deadlines were
assigned to students. A significant portion of these students found the due dates
overwhelming and challenging to meet. This situation led to academic stress, a factor
that has been demonstrated to reduce students' engagement in school activities and
class participation (Fathiyah, 2020).
Although the study of Miller et al. (2019) found that the ability to manage due
dates successfully is positively correlated with academic performance, deadlines do not
necessarily prevent students from procrastinating (Theobald, 2021). In fact, students
tend to postpone completion until the deadline, and when it comes to exams, they
typically study only the night before. Similar research studies have yielded comparable
findings (Muliani, 2020).
In line with this statement, another study by Mä kikangas and Kinnunen (2016),
found that work-related factors such as a high workload and insufficient time to
complete tasks increased the likelihood of stress. They found that students who had
higher levels of autonomy were less likely to experience such stress. This sense of stress
may also be intensified in individuals who have lower levels of autonomy, and who have
little control over their work schedule or priorities. Moreover, students experience
exhaustion due to the high demands of academics, lengthy lectures, numerous
assignments in a short span, midterm, and final exams, and parental expectations
(Muliani, 2020).
Another study conducted by Bergmann (2019) stated that in connection with
time-bound academic tasks, academic stress has been identified as an important
predictor of poor mental health. Additionally, students reported feeling permanent
stress, which was perceived to result in emotional exhaustion or thoughts about
quitting their studies. This notion is supported by the study of Muliani et al. (2020) who
expounded that students commonly experience academic stress, a state where their
tasks exceed their abilities. This condition is marked by physical, emotional, and
cognitive changes, along with behavioral reactions, as they confront these challenging
academic situations. Furthermore, the study by Fathiyah (2020) found that when the
academic workload surpasses an individual's capability, it can lead to a range of
disorders, including depression, anxiety, and various physical ailments.
For instance, research indicates that tasks perceived as dull or challenging are
more likely to be procrastinated by students (Kuftyak, 2022). The study of Abu and
Saral (2016) found that when explored through student interviews, internal factors
contributing to academic procrastination include difficulties in time management,
failure to adhere to planned study habits, perfectionism, preference for more
stimulating activities, desire to avoid exhaustion, distractibility, fear of failure, belief
that academic tasks are unnecessary, absence of role model instructors, perception of
academic tasks as boring or uninteresting, lack of motivation, poor health, and financial
constraints. Similarly, among these factors, task aversiveness was identified as the most
common reason for academic procrastination. The more unpleasant a task is perceived,
the greater the likelihood of avoidance (Afzal & Jami, 2018). Moreover, individuals tend
to perceive tasks as less aversive when they are scheduled further in advance and
anticipate that the utility of the outcome will increase as the deadline approaches in the
future (Zhang & Feng, 2020).
In essence, students' academic and mental health outcomes are significantly
influenced by their academic life satisfaction, which is connected to an individual’s
happiness, psychological well-being, and sense of purpose in life (Karaman et al., 2019).
Therefore, knowing the effects of procrastination and the ways to counter this
particular issue of academic stress can help researchers and practitioners understand
the nature of deadlines and stress (Gregory & Garcia, 2015).
Theoretical-Conceptual Framework
Fig. 1 presents the Researcher-Made Conceptual Framework of the Study
Emotion-
regulation Expecta
Perspective ncy
Student
Temporal Stress
Motivation Value
Theory Acade
mic
Perform
Self- Impulsiv ance
Efficacy eness
Theory Academic
Procrastinati
on
Time
Throughout their academic journeys, students encounter a multitude of tasks
and obligations. It's common for assignments to be postponed until the deadline is
imminent, even though many students could have finished them earlier. This behavior
affects the quality of work and the overall learning experience. Completing tasks
promptly significantly influences student performance and well-being (Paden & Stell,
2014).
In Figure 1 of the researcher-made conceptual framework, the first column
outlines the foundational theories underpinning the research study. The identified
theories include the Emotion-regulation Perspective, Temporal Motivation Theory, and
Self-efficacy theory. These theories serve as the conceptual basis for understanding the
phenomena explored in the study.

The second column is in connection with the Temporal Motivation Theory’s four
critical factors: expectancy, value, impulsiveness, and time. These factors include an
individual's expectancy of adhering to a given task, their level of impulsiveness, and the
characteristics of the task, particularly its perceived value and the time it takes to reap
the rewards. As an individual's expectancy and perceived value decrease, and
impulsiveness and delay increase, there is an observable escalation in the inclination to
procrastinate (The Temporal Motivation Theory 2019; Jackson, 2022; Steel, 2007).
The third column in Figure 1 outlines the two dependent variables that will be
measured and discussed in this study: academic procrastination and student stress. In
this study, academic stress is among the specific types of stress that will be measured.
For instance, in the academic context, procrastination can cause various impacts on the
student’s well-being; one of which is academic stress. It is a type of stress that occurs in
response to academic demands, such as exams, projects, and deadlines. It is a common
experience among students and can have a significant impact on their academic health.
Research has shown that academic stress can lead to physical symptoms such as
headaches, stomach aches, and fatigue (O'Connor et al., 2015; Sahu & Kar, 2021).
Additionally, different forms of stress can have negative impacts on students'
psychological well-being, such as anxiety, depression, and irritability (Mekonen & Fenta,
2019).
Moreover, psychological and emotional distress can interfere with cognitive
functioning and academic performance, while academic stress can lead to a decline in
academic performance, particularly among students in their first year of college
(Linnansaari et al., 2018). Such a decline in academic performance can exacerbate the
stress experienced by students, leading to a cycle of negative consequences. The study

conducted by Abushaikha and Saca-Hazboun (2021) found that exam stress led to a
decrease in academic performance. Such a decrease was noted to be statistically
significant and highly influential.
The circled term in Figure 1: academic performance refers to the intricate nature
of scholastic achievement. Additionally, academic performance encompasses the
attainment of goals, achievements, and objectives established within the program or
course attended by a student. These achievements are typically quantified through
grades, which are determined by assessments evaluating the successful completion of
specific tests, subjects, or courses. (Lamas, 2015).
Statement of the Problem
This study is undertaken to ascertain and determine the relevance of
procrastination and time stress on the academic performance of Grade 10 Junior High
School Students under the educational institution of Liloan National High School
Extension Don Bosco Campus.
Specifically, it sought to answer the following questions:
1. What is the profile of respondents in terms of:
1.1 Sex
1.2 Section
1.3 Current Grade Point Average (GPA)
2. What is the level of students' stress, as assessed through the student-life stress
inventory?
2.1. Physical Stress
2.2. Interpersonal Relationship Stress
2.3. Academic Stress
2.4. Environmental Stress
3. What is the level of students’ procrastination as measured by the Questionnaire
of Procrastination Assessment Scale-Students (PASS)?
3.1. Writing notes from lectures
3.2. Studying for Exams
3.3. Keeping up with reading assignments
3.4. Submitting projects and performance tasks
3.5. Attendance Tasks: Meeting with Your Advisor and attending general
meetings
3.6. School Activities in General
4. Is there a significant correlation between students’ range of Grade Point Average
(GPA) and level of stress?
5. Is there a significant correlation between students’ range of Grade Point Average
(GPA) and level of Academic Procrastination?

Hypothesis of the Study
Investigating the complex interactions of procrastination among students, this
research examines how different stressors in various settings influence academic
performance. Specifically, the researchers hypothesize the following:
HO: There will be no significant correlation among the respondents' Grade Point
Average, Procrastination tendency, and Level of Student Stress.
H1: There will be a significant correlation among the respondents' Grade Point Average,
Procrastination tendency, and Level of Student Stress
Significance of the Study
By investigating the phenomenon of deadline-induced panic and procrastination,
the findings of this study can have practical applications.
Grade 10 students are the primary focus of this study to gain insights into how
procrastination and stress impact their academic performance during this critical
transitional period in their education.
Teachers play a crucial role in supporting students' academic and emotional
well-being. They can implement strategies to alleviate stress, promote effective time
management skills, and create a more supportive classroom environment conducive to
learning.
Parents of Grade 10 students can benefit from the study's insights by
understanding the challenges their children may face during their final year of Junior
High School.
School Counselors can provide targeted support, counseling services, and
workshops focused on stress management, time management, and effective coping
strategies for procrastination
Future researchers can build upon these findings, explore related topics in
greater depth, and promote various intervention strategies.
Scope and Limitations
The research aims to explore the correlation between procrastination, stress,
and academic performance among Grade 10 students at Liloan National High School
Extension Don Bosco Campus, specifically focusing on three sections: Ruiz, Savio, and
Beltrami. This study will be conducted within the school's setting in Don Bosco, Cotcot,
Liloan, Cebu, providing the context for understanding these relationships within the
student population. The participants will include a total of 63 Grade 10 students; 21
respondents from each three sections. Using a descriptive correlational design, the
research will investigate how procrastination and stress levels influence academic
performance. For measuring the procrastination level of respondents, the researchers
will utilize Solomon and Rothblum's (1984) Procrastination Assessment Scale-Students
questionnaire, while for measuring stress levels, the researchers will employ Arip and
Shah (2016) Student Stress Inventory. Academic performance will be assessed through
class records and Grade Point Average (GPA), aligning with the standards stipulated by
the K-12 program (2023) in the Philippines. Statistical analyses, such as Pearson
correlation coefficients, will be employed to analyze the connections between
procrastination, stress, and academic performance. Questionnaires will be distributed
directly in classrooms or through a digital survey platform to ensure accessibility and
encourage honest responses from all participants.

While this research endeavors to provide valuable insights into the experiences
of grade 10 students dealing with procrastination, certain limitations should be
acknowledged. Firstly, the research focuses exclusively on grade 10 students, and the
findings may not be generalizable to other academic levels or age groups. Additionally,
external factors such as socio-economic background and cultural influences, though
acknowledged, may not be exhaustively explored due to the scope of the study. Finally,
the dynamic nature of academic environments and individual differences may impact
the generalizability of the responses identified in this research.
Definition of Terms
For this study, operational definitions are employed to clarify and enhance the
understanding of key terms as perceived by the researchers.
Procrastination is defined as the act of deliberately delaying or postponing the
initiation or completion of tasks or responsibilities, despite being aware of the negative
consequences or impact it may have on academic performance, time management, and
overall productivity.
Cramming involves a compressed time frame where students allocate a
significant amount of time, often in a single session, to review and memorize a large
volume of academic material.
Deadline is defined as the specified date and time by which a task, assignment,
or project is expected to be completed or submitted.
Stress is the emotional and psychological response students undergo when they
perceive that their academic obligations are too much to handle or need more time to be
accomplished.
Academic performance is the assessment of a student's achievement and
proficiency in academic tasks, such as examinations, assignments, projects, and
coursework, within a specific educational context.
Procrastination Assessment Scale-Students (PASS) is a questionnaire that
proves valuable not only for identifying potential intervention areas but also for
monitoring changes in procrastination over time.
Student Stress Inventory (SSI) assesses stress levels in students using 40
negative items across 4 subscales, scored on a scale from 'Never' to 'Always', with
administration taking 15 to 20 minutes in a comfortable setting with clear instructions
for honest responses.

CHAPTER 2
Research Methodology
This chapter presents the research methodology section which includes the
research design, research environment, research respondents, research procedure,
research instruments, and the statistical treatment detailing the approach, data
collection methods, and analytical tools employed to investigate the research questions.
Research Design
The proposed research will employ a descriptive correlational design to
investigate the relationship between procrastination, stress, and academic performance
among Grade 10 students at LNHS Extension Don Bosco Campus. The research aims to
explore the extent to which procrastination and stress levels impact academic
performance and whether there exists a significant correlation between these variables.
Data will be collected using standardized questionnaires to assess procrastination
tendencies, student stress levels, and academic performance metrics such as GPA and
class grades.
The data collected will be analyzed using quantitative methods, specifically
descriptive and correlation analysis, to examine the relationships of procrastination and
stress to academic performance. Statistical techniques such as Pearson correlation
coefficients will be employed to determine the strength and direction of the
relationships between these variables. The findings of this research will provide
valuable insights into the dynamics of procrastination, stress, and academic
performance among Grade 10 students, offering implications for possible educational
interventions and support programs aimed at improving student well-being and
academic outcomes.
Research Environment
The research will be conducted at Liloan National High School Extension Don
Bosco Campus in Don Bosco, a public educational institution located in Cotcot, Liloan,
Cebu with the objective to investigate the interrelationships among procrastination,
stress, and academic performance among Grade 10 students.
Research Respondents
The respondents for our research are the Grade 10 students of Liloan National
High School Extension Don Bosco Campus, specifically focusing on the three sections:
Ruiz, Savio, and Beltrami, totaling 178 students (57 in Ruiz, 62 in Savio, and 59 in
Beltrami). From this population, the researchers will employ stratified random
sampling technique and select 21 representative samples each from the three grade 10
sections. This technique ensures that participants are selected from each section
proportionately to their respective populations. The researchers will create a sampling
frame consisting of all Grade 10 students from the three sections. Then, using a random
number generator, they will select participants from each section based on the
calculated sample size for each group. This approach guarantees that the sample
adequately represents the entire Grade 10 student population at LNHS Extension Don
Bosco Campus, allowing for generalizable findings.
These students are the specific respondents because they are at the culmination
of the junior high school year. The researchers believe they will face difficulties upon
entering senior high school without recognizing the effect of procrastination and stress
on their academic performance. The researchers will use quantitative methods to

gather data and analyze information from these students to better understand and
address the challenges they may encounter during this transition period.
Research Procedure
Firstly, the research will commence with the identification of key variables, including
procrastination, stress, and academic performance among Grade 10 students at LNHS Extension
Don Bosco Campus.
Subsequently, standardized questionnaires will be modified to measure these variables,
utilizing established scales such as Solomon and Rothblum's Procrastination Assessment Scale-
Students (PASS) and Arip and Shah’s Student Stress Inventory (SSI). Participant recruitment
will involve selecting Grade 10 students from LNHS Extension Don Bosco Campus, ensuring
representation from all sections to capture diverse experiences. Data collection will be
facilitated through the administration of questionnaires using Google Forms, ensuring
convenient and accessible participation for the respondents.
Following data collection, quantitative methods, such as correlation analysis and
descriptive analysis, will be employed to analyze the data, utilizing statistical techniques like
Pearson correlation coefficients to determine the strength and direction of relationships among
procrastination, stress, and academic performance.
Next, the interpretation of results will involve deriving insights from the data analysis to
understand the relationship of procrastination and stress towards academic performance
among Grade 10 students.
Finally, implications drawn from the research findings will inform recommendations for
educational interventions and support programs aimed at enhancing student well-being and
academic success by addressing procrastination tendencies and managing stress levels
effectively.
Research Instruments
To measure the procrastination level of respondents, the researchers will utilize
Solomon and Rothblum's (1984) Procrastination Assessment Scale-Students (PASS).
This validated questionnaire is specifically designed to assess procrastination
tendencies among students. Similarly, for measuring the stress level of respondents, the
researchers will use the Arip and Shah’s (2016) Student Stress Inventory, which is a
reliable instrument tailored to evaluate stress levels experienced by students.
The researchers will utilize Arip and Shah’s (2016) Student Stress Inventory
(SSI) to measure the level of stress among Grade 10 students. The SSI was originally
developed to assess stress levels among university students and consists of 40 negative
items divided into 4 subscales, each containing 10 items: Physical, Interpersonal
Relationships, Academic, and Environmental Factors. The administration process of the
SSI is expected to take approximately 15 to 20 minutes per respondent, allowing for
efficient data collection on stress levels across different dimensions experienced by the
students.
In addition, the researchers will gather the measurement of the respondents’
academic performance through class records and Grade Point Average (GPA), aligning
with the standards stipulated by the K-12 program (2023) in the Philippines. This
comprehensive approach will enable the researchers to assess how procrastination and
stress levels relate to students' academic achievements within the context of their
educational guidelines.
Table 1. K-12 Program Grading System
Descriptors Grading Scale Remarks

OUTSTANDING 90-100 PASSED
VERY SATISFACTORY 85-89 PASSED
SATISFACTORY 80-84 PASSED
FAIRLY SATISFACTORY 75-79 PASSED
DID NOT MEET BELOW 75 FAILED

EXPECTATIONS
CHAPTER 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter provides the presentation of statistical data relative to the problems
posited. The corresponding analysis and interpretation of data are incorporated in this
portion of the study.
1. The Profile of Grade 10 Respondents
Table 2. The demographic background of the participants
Se Grade Point Range
Grade 10 N M F 90- 85- 80-84 75-79 Below 75
Section 100 89
Beltrami 21 6 15 12 6 3 0 0
Ruiz 21 7 14 14 5 2 0 0
Savio 21 12 9 17 4 0 0 0
Overall 63 25 38 43 15 5 0 0
The study encompasses a total sample size of 63 Grade 10 students, distributed
evenly among the three sections, with each section comprising 21 participants. Gender
distribution within the sections demonstrates slight variations, where the Beltrami
section has a higher proportion of female students (71.4%), followed by the Ruiz section
(66.7%), and the Savio section with a larger representation of male students (57.1%).
Regarding academic achievement, the data gathered through Google Forms
reveals a notable trend towards high performance, with most students across all
sections achieving outstanding grades (90-100). Specifically, 57.1% of students in the
Beltrami section, 66.7% in the Ruiz section, and 81% in the Savio section obtained
outstanding grades.
Furthermore, a smaller proportion of students attained very satisfactory grades
(85-89), with 28.6% in the Beltrami section and 23.8% in the Ruiz section falling within
this range. Notably, 19% of the students from section Savio achieved grades in this
category.
In terms of satisfactory performance (80-84), the data indicates a lower
representation, with 14.3% of students in the Beltrami section and 9.5% in the Ruiz
section falling within this range. In addition, no students in the Savio section obtained
grades in this category. Furthermore, none of the students across sections obtained
grades within the 75-79 or 75 below range.
2. The Average Scores of the Respondents’ Level of Stress
2.1. Average Score of the Participants’ Level of Physical Stress
Table 3. Indicators of Physical Stress among Grade 10 Students
Indicators Mean SD Interpretation
Headaches 2.35 0.92 Sometimes
Backpain 2.21 1.09 Sometimes
Sleep Problem 2.57 1.35 Sometimes
Difficulty 1.67 0.93 Never

breathing
Excessive 2.46 1.29 Sometimes

worry
Stomach 1.83 0.91 Never

pain/nausea
Constant 2.54 1.22 Sometimes

tiredness/fati
gue
Sweating/ 2.63 1.43 Moderate

sweaty hands
Frequent 1.78 0.83 Never

cold/flu/fever
Drastic weight 1.76 1.03 Never

loss
Overall 2.18 1.10 Sometimes

Note: Never 1.00-1.80; Sometimes 1.81-2.60; Moderate 2.61-3.40; Almost 3.41-4.20; Always 4.21-5.00
Table 3 provides data on the prevalence and severity of various symptoms
experienced by individuals and their corresponding interpretations based on mean
scores and standard deviations.
Across the surveyed population, symptoms such as headaches (2.35), back pain
(2.21), and excessive worry (2.46), and constant tiredness or fatigue (2.54) exhibit
mean scores indicating that they are experienced "Sometimes" (interpreted as 2 on a
scale). This suggests that they occur intermittently among respondents. Notably, sleep
problems demonstrate a slightly higher mean score (2.57), indicating a slightly more
frequent occurrence compared to other symptoms categorized under "Sometimes".
Conversely, symptoms like difficulty breathing (1.67), stomach pain/nausea
(1.83), frequent cold/flu/fever (1.78), and drastic weight loss (1.76) are perceived to be
less prevalent, as they are interpreted as "Never" experienced by the majority of
respondents (interpreted as 1 on a scale), as indicated by their lower mean scores.
Among these, difficulty breathing stands out with the lowest mean score, reinforcing the
notion that it is rarely encountered among the surveyed population.
On the other hand, symptoms such as sweating/sweaty hands (2.63) exhibit a
mean score suggesting a moderate occurrence (interpreted as 3 on a scale), indicating
that while not as frequent as symptoms categorized under "Sometimes", they are still
notably more prevalent than those categorized under "Never".

Furthermore, the standard deviations associated with each symptom provide
additional insights into the variability of responses within the surveyed population.
Symptoms with higher standard deviations, such as sweating/sweaty hands (1.43),
indicate a wider range of responses and potentially greater variability in the severity of
the symptoms experienced by individuals. In contrast, symptoms with lower standard
deviations, such as difficulty breathing (0.93), suggest a more consistent perception
among respondents regarding the severity or frequency of the symptom.
2.2. Average Scores of the Participants’ Level of Interpersonal Relationship Stress
Table 4. Indicators of Interpersonal Relationship Stress among Grade 10 Students
I find it difficult 2.27 1.25 Sometimes

to meet my
parents’ high
expectations
My parents treat 1.60 1.02 Never

me as a helpless
person
I feel guilty if I 3.17 1.55 Moderate

fail to fulfill my
parent’s hope
My parents wish 3.67 1.45 Almost

only for my
success
I find it difficult 2.43 1.20 Sometimes

to get along with
groupmates in
doing academic
tasks
My friends did 1.52 0.90 Never

not care about
me
I feel disturbed 1.83 1.26 Sometimes

when having
problems with
my
boyfriend/girlfri
end/friends
My family is not 1.38 0.75 Never

supportive
My lecturers/ 1.38 0.75 Never

teachers are not
supportive
I feel frustrated 1.95 1.17 Sometimes

by the lack of
faculty
management

Across the surveyed population, students reported a range of sentiments
regarding parental expectations and support. While some students indicated struggling
to meet their parents' high expectations (2.27), others felt their parents treated them as
helpless individuals (1.60). Additionally, a significant proportion of students expressed
feelings of guilt when unable to fulfill their parents' hopes (3.17), while acknowledging
their parents' sincere wishes for their success (3.67). These findings suggest a complex
interplay between students' perceptions of parental pressure and the desire for
parental support and encouragement.
Concerning social relationships, students reported varied experiences with peers
and family members. While some students found it difficult to get along with
groupmates during academic tasks (2.43), others indicated feeling neglected by their
friends (1.52). Moreover, a subset of students reported feeling disturbed when facing
relationship issues with their significant others or friends (1.83), highlighting the
emotional impact of interpersonal conflicts on students' well-being.

Regarding academic support, students expressed mixed views about the
supportiveness of their family members and educators. While some students perceived
their families as unsupportive (1.38), others felt similarly about their lecturers or
teachers (1.38). Furthermore, a subset of students reported feeling frustrated by the
perceived lack of faculty management (1.95), indicating potential challenges in
academic environments.
In sum, the data suggests that students' experiences with parental expectations,
social relationships, and academic support are multifaceted and influenced by
individual perceptions and circumstances. Despite varying interpretations across
different domains, the overall mean score of 2.12 and standard deviation of 1.13
indicate that these experiences are commonly encountered by students, aligning with
the overall interpretation of "sometimes".
2.3. Average Scores of the Participants’ Level of Academic Stress
Table 5. Indicators of Academic Stress among Grade 10 Students
I have a financial 2.40 1.11 Sometimes

problem because
of the expenses
needed for
academic
demands.
I find it difficult to 2.71 1.17 Moderate

juggle time
between study
and social activity
I feel nervous 3.08 1.38 Moderate

about delivering
the class
presentation
I feel stressed as 3.37 1.34 Moderate

the submission
deadline neared
I feel stressed 2.86 1.29 Moderate
about sitting for
an examination
I find it difficult to 2.60 1.07 Sometimes

juggle time
between study
and societal
involvement
I lose interest in 2.00 1.05 Sometimes

courses
I feel the burden 2.70 1.14 Moderate

of academic
workloads
I feel stressed 3.25 1.29 Moderate

dealing with
difficult subject
I find it difficult to 2.87 1.21 Moderate

handle my
academic
problems
Overall 2.78 1.21 Moderate

Financial constraints emerge as a significant stressor, with students expressing
concern about the expenses required to meet academic demands (2.40). This
underscores the financial burden associated with pursuing education and highlights the
need for support mechanisms to alleviate financial pressures among students.
Time management emerges as another prominent challenge, with students
finding it difficult to strike a balance between academic commitments and social
activities (2.71) as well as between study and societal involvement (2.60). These
findings suggest that students may struggle to effectively manage their time and
prioritize competing demands, leading to increased stress and workload.
Academic-related anxieties are also prevalent among students, particularly
concerning class presentations (3.08), submission deadlines (3.37), and examinations
(2.86). These findings reflect the academic pressures students face, which can
contribute to feelings of nervousness, stress, and apprehension, ultimately impacting
their overall well-being and academic performance.
Additionally, students report experiencing a loss of interest in courses (2.00) and
feeling burdened by academic workloads (2.70), indicating potential challenges in
engagement and motivation within the academic context. Furthermore, students
express difficulty in handling academic problems (2.87), highlighting the need for
effective support structures to address academic challenges and promote student
success.
In general, the data suggests that students commonly encounter moderate levels
of stress and challenges in various aspects of academic life. The overall mean score of
2.78 and standard deviation of 1.21 indicate a moderate level of agreement among
students regarding the frequency and intensity of these stressors, aligning with the
overall interpretation of "moderate".
2.4. Average Scores of the Participants’ Level of Environmental Stress
Table 6. Indicators of Environmental Stress among Grade 10 Students
I have a 1.79 0.90 Never

transportation
problem
I feel stressed by 1.75 0.76 Never

the bad living
conditions in my
area
Surrounding 2.65 1.48 Moderate

noise distracted
me
Pollution makes 2.65 1.44 Moderate

me uneasy
Hot weather 3.21 1.55 Moderate

makes me avoid
going out
Messy living 2.87 1.46 Moderate

conditions
distracted me
I feel frustrated 2.06 1.08 Sometimes

with inadequate
campus facilities
Crowded areas 2.90 1.42 Moderate

make me feel
uneasy
Waiting in a long 2.92 1.36 Moderate

line makes me
feel uneasy
I feel scared of 3.08 1.61 Moderate

being in an
insecure place

Transportation issues emerge as a significant concern, with individuals reporting
difficulties related to transportation (1.79). This highlights the impact of transportation
limitations on individuals' mobility and access to essential services, potentially
contributing to feelings of inconvenience and stress.
Living conditions also play a role in individuals' well-being, with respondents
expressing stress related to bad living conditions in their area (1.75) and messy living
conditions that distract them (2.87). These findings underscore the importance of safe
and conducive living environments for individuals' overall quality of life and mental
well-being.
Environmental factors such as surrounding noise (2.65), pollution (2.65), and
hot weather (3.21) are identified as sources of discomfort and unease. These findings
reflect the adverse effects of environmental stressors on individuals' physical and

psychological health, highlighting the need for measures to mitigate environmental
hazards and promote environmental sustainability.
Inadequate campus facilities (2.06) and crowded areas (2.90) contribute to
feelings of frustration and unease among individuals. These findings underscore the
importance of well-maintained and accessible facilities in educational and public spaces
to enhance individuals' comfort and well-being.
Furthermore, individuals express unease and discomfort in situations involving
waiting in long lines (2.92) and being in insecure places (3.08). These findings reflect
the psychological impact of perceived threats to personal safety and security,
highlighting the importance of measures to address safety concerns and enhance
individuals' sense of security in public spaces.
In essence, the data suggests that individuals commonly encounter
environmental stressors and challenges in their daily lives, with an overall mean score
of 2.59 and a standard deviation of 1.31 indicating a moderate level of agreement
among respondents regarding the frequency and intensity of these stressors.
3. The Average Scores of the Respondents’ Level of Academic Procrastination
3.1. Average Score of the Participants’ Level of Academic Procrastination In Note
Taking
Table 7. Indicators of Academic Procrastination When Writing Notes from
Lectures among Grade 10 Students
To what degree 2.87 1.26 Moderate

do you
procrastinate on
this task?
To what degree 2.60 1.17 Sometimes
is
procrastination
on this task a
problem for
you?
To what extent 2.59 1.20 Sometimes

do you want to
decrease your
tendency to
procrastinate on
this task?

Students reported moderate levels of procrastination on the task of writing notes
from lectures, with a mean score of 2.87. This suggests that while procrastination is not
pervasive, it is a noticeable behavior among the student population, indicating a
tendency to delay or postpone the task of writing notes from lectures.
Furthermore, students indicated that procrastination on this task is sometimes a
problem for them, with a mean score of 2.60. This suggests that while procrastination
may not always present significant challenges, there are instances where it can impede
students' productivity and academic progress, highlighting the need for strategies to
address procrastination tendencies effectively.
Additionally, students expressed a desire to decrease their tendency to
procrastinate on this task, with a mean score of 2.59. This indicates a recognition of the
negative impact of procrastination on their academic performance and a motivation to
overcome this behavior.
Collectively, the data suggests that procrastination on the task of writing notes
from lectures is a moderately prevalent behavior among Grade 10 students. While it
may not always pose significant problems, there is a collective interest among students
in reducing procrastination tendencies to improve academic outcomes. This
underscores the importance of implementing interventions and support mechanisms to
help students manage procrastination effectively and enhance their academic success.
3.2. Average Score of the Participants’ Level of Academic Procrastination Studying
for Exams
Table 8. Indicators of Academic Procrastination When Studying for Exams among
Grade 10 Students

do you
procrastinate on
this task?

is
procrastination
on this task a
problem for
you?
To what extent 2.70 1.09 Moderate

do you want to
decrease your
tendency to
procrastinate on
this task?

Students reported moderate levels of procrastination on this task, with a mean
score of 2.79. This suggests that while procrastination is not pervasive, it is a noticeable
behavior among the student population, indicating a tendency to delay or postpone
studying for exams.
Furthermore, students indicated that procrastination on this task is moderately
problematic for them, with a mean score of 2.79. This suggests that while
procrastination may not always present significant challenges, there are instances
where it can impede students' ability to effectively prepare for exams, potentially
affecting their academic performance.
negative impact of procrastination on their academic performance and a motivation to
address this behavior.
Overall, the data suggests that procrastination when studying for exams is a
moderately prevalent behavior among Grade 10 students. While it may not always pose
significant problems, there is a collective interest among students in reducing
procrastination tendencies to improve their exam preparation and academic outcomes.
3.3. Average Score of the Participants’ Level of Academic Procrastination In Note
Taking
Table 9. Indicators of Academic Procrastination When Keeping Up with Reading
Assignments among Grade 10 Students

do you
procrastinate on
this task?

is
procrastination
on this task a
problem for
you?

do you want to
decrease your
tendency to
procrastinate on
this task?

Table 9 offers insights into the indicators of academic procrastination among
Grade 10 students, specifically focusing on keeping up with reading assignments.
Students reported experiencing procrastination on this task sometimes, with a
mean score of 2.52. This suggests that while procrastination is not a pervasive issue, it is
still noticeable among the student population, indicating a tendency to delay or
postpone keeping up with reading assignments.
Furthermore, students indicated that procrastination on this task is sometimes a
problem for them, with a mean score of 2.38. This suggests that while procrastination
may not always present significant challenges, there are instances where it can impede
students' ability to effectively keep up with their reading assignments, potentially
affecting their understanding of the subject matter and academic performance.
negative impact of procrastination on their academic success and a motivation to
In general, the data suggests that procrastination when keeping up with reading
assignments is a behavior sometimes observed among Grade 10 students. While it may
not always pose significant problems, there is a collective interest among students in
reducing procrastination tendencies to improve their academic performance and
comprehension of course materials.
3.4. Average Score of the Participants’ Level of Academic Procrastination In
Submitting Projects and Performance Tasks

Table 10. Indicators of Academic Procrastination When Submitting Projects and
Performance Tasks among Grade 10 Students

do you
procrastinate on
this task?

is
procrastination
on this task a
problem for
you?

do you want to
decrease your
tendency to
procrastinate on
this task?

Students reported moderate levels of procrastination on this task, with a mean
score of 2.75. This suggests that while procrastination is not pervasive, it is a noticeable
behavior among the student population, indicating a tendency to delay or postpone the
submission of projects and performance tasks.
Furthermore, students indicated that procrastination on this task is moderately
problematic for them, with a mean score of 2.62. This suggests that while
where it can impede students' ability to meet deadlines and complete assignments
effectively, potentially affecting their academic performance.
negative impact of procrastination on their academic success and a motivation to
In sum, the data suggests that procrastination when submitting projects and
performance tasks is a moderately prevalent behavior among Grade 10 students. While
it may not always pose significant problems, there is a collective interest among
students in reducing procrastination tendencies to improve their ability to meet
deadlines and fulfill academic requirements effectively.
3.5. Average Score of the Participants’ Level of Academic Procrastination On
Attending Tasks: Meeting with Advisors and Attending General Meetings
Table 11. Indicators of Academic Procrastination When Attending Tasks among
Grade 10 Students

do you
procrastinate on
this task?

is
procrastination
on this task a
problem for
you?

do you want to
decrease your
tendency to
procrastinate on
this task?

Students reported experiencing procrastination on these tasks sometimes, with a
mean score of 2.60. This suggests that while procrastination is not a pervasive issue, it is
still noticeable among the student population, indicating a tendency to delay or
postpone attending meetings with advisors and general meetings.
Furthermore, students indicated that procrastination on these tasks is
sometimes a problem for them, with a mean score of 2.38. This suggests that while
where it can impede students' ability to stay informed, seek guidance, or participate in
important discussions, potentially affecting their academic and personal development.
procrastinate on these tasks, with a mean score of 2.56. This indicates a recognition of
the negative impact of procrastination on their academic success and a motivation to
Overall, the data suggests that procrastination when attending tasks such as
meeting with advisors and attending general meetings is a behavior sometimes
observed among Grade 10 students. While it may not always pose significant problems,
there is a collective interest among students in reducing procrastination tendencies to
improve their engagement, communication, and overall effectiveness in academic and
extracurricular activities.
3.6. Average Score of the Participants’ Level of Academic Procrastination In
General School Activities
Table 12. Indicators of Academic Procrastination in General School Activities
among Grade 10 Students

do you
procrastinate on
this task?
is
procrastination
on this task a
problem for
you?

do you want to
decrease your
tendency to
procrastinate on
this task?

The data provided offers insights into indicators of academic procrastination
among Grade 10 students, focusing on general school activities.
Students reported experiencing moderate levels of procrastination on these tasks, with
a mean score of 2.70. This indicates that while procrastination is not pervasive, it is
noticeable among the student population, suggesting a tendency to delay or postpone
engaging in general school activities.
Furthermore, students indicated that procrastination on these tasks is
sometimes a problem for them, with a mean score of 2.57. This suggests that while
procrastination may not consistently hinder their academic progress, there are
occasions when it does pose challenges, potentially affecting their ability to stay
organized, manage time effectively, or complete tasks on time.
procrastinate on these tasks, with a mean score of 2.59. This suggests a recognition
among students of the need to address procrastination behaviors and improve their
engagement and productivity in general school activities.

Collectively, the data indicates that procrastination in general school activities is
a moderately prevalent behavior among Grade 10 students. While it may not
consistently pose significant problems, there is a collective aspiration among students
to decrease procrastination tendencies to enhance their effectiveness and participation
in various school-related responsibilities.
Correlation of Variables
4. Table 13. Correlation between Student Stress and Academic Achievement
Academic Performance
Student Stress r-value p-value Interpretation
Physical 0.185 0.146 Not Significant
Interpersonal 0.206 0.105 Not Significant

Relationship
Academic 0.410 0.001*** Significant
Environmental 0.283 0.025* Significant

Note: *=p<.05; **=p<.01; ***= p<.001
The correlation analysis conducted between student stress and academic
performance reveals interesting insights into the relationship between these variables.
Firstly, regarding physical stress, the correlation coefficient (r-value) of 0.185 suggests
a weak positive correlation with academic achievement. However, with a p-value of
0.146, this correlation is not statistically significant, indicating that any observed
relationship may be due to chance rather than a true association.
Similarly, interpersonal relationship stress shows a slightly stronger positive
correlation with academic achievement, with an r-value of 0.206. However, like physical
stress, the p-value of 0.105 indicates that this correlation is not statistically significant.
In contrast, academic stress exhibits a notably stronger positive correlation with
academic achievement, as evidenced by the higher r-value of 0.410. Importantly, the

low p-value of 0.001 indicates that this correlation is statistically significant, suggesting
that increased academic stress is associated with lower academic achievement.
Furthermore, environmental stress also demonstrates a moderate positive
correlation with academic achievement, with an r-value of 0.283. Similarly, the p-value
of 0.025 indicates that this correlation is statistically significant, further supporting the
notion that environmental stress can impact academic performance.
In totality, while physical and interpersonal relationship stress show weak
correlations with academic achievement and are not statistically significant, academic
and environmental stress exhibit stronger correlations, both of which are statistically
significant.
5. Table 14. Correlation between Academic Procrastination and Academic
Achievement
Academic Achievement
Academic r-value p-value Interpretation

Procrastination
Writing notes from 0.078 0.543 Not Significant
lectures
Studying for Exams 0.073 0.570 Not Significant
Keeping up with -0.016 0.900 Not Significant

reading assignments
Submitting projects 0.035 0.785 Not Significant

and performance
tasks
Attendance Tasks: -0.250 0.048* Significant

Meeting with Your
Advisor and attending
general meetings
School Activities in -0.137 0.284 Not Significant

General
Note: *=p<.05; **=p<.01; ***= p<.001
Among the academic procrastination behaviors examined, writing notes from
lectures, studying for exams, keeping up with reading assignments, and submitting
projects and performance tasks all demonstrate weak correlations with academic
achievement, as evidenced by their respective r-values of 0.078, 0.073, -0.016, and
0.035. Additionally, these correlations are not statistically significant, as indicated by
the p-values of 0.543, 0.570, 0.900, and 0.785, respectively. This suggests that there is
no meaningful association between these procrastination behaviors and academic
achievement.
However, attendance tasks, specifically meeting with advisors and attending
general meetings, show a moderate negative correlation with academic achievement,
with an r-value of -0.250. Importantly, this correlation is statistically significant (p-value
= 0.048*), indicating that increased procrastination in attendance tasks is associated
with lower academic achievement.
In essence, while most academic procrastination behaviors do not show
significant correlations with academic performance, procrastination in attendance tasks
stands out as having a notable negative impact on academic performance.

CHAPTER 4
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter provides a summary of the research findings, conclusions drawn
from those findings, and recommendations for future action. This is a crucial section
that gathers the main points of the study and offers guidance for further research or
practical applications.
Summary
In this study, the researchers aimed to investigate the interplay between student
stress, academic procrastination, and academic performance among Grade 10 students
at LNHS Extension Don Bosco Campus. Adopting a descriptive correlational research
design, the researchers examined how procrastination tendencies and stress levels
impact academic performance and whether significant correlations exist between these
variables. The research involved administering standardized questionnaires, including
Solomon and Rothblum's Procrastination Assessment Scale-Students (PASS) and Arip
and Shah’s Student Stress Inventory, distributed through Google Forms, to 63 students
across three sections, alongside analyzing academic records and Grade Point Averages
(GPAs) to assess academic achievement.
The findings revealed notable trends in the profiles, academic performance, and
stress levels of the participants. Despite a slight gender imbalance, most students
exhibited outstanding academic grades, indicating high achievement levels.
Additionally, moderate levels of stress were observed across various domains, including
physical, interpersonal relationships, academic, and environmental stressors. Notably,
academic stress emerged as a significant predictor of lower academic achievement,
suggesting its detrimental impact on academic performance.

Moreover, the analysis of academic procrastination behaviors provided insights
into their relationship with academic achievement. While most procrastination
behaviors showed weak or non-significant correlations with academic performance,
procrastination in attendance tasks demonstrated a notable negative impact on
academic achievement. This finding underscores the importance of addressing
procrastination tendencies, particularly in tasks related to attendance, to enhance
engagement and academic outcomes.
Findings
From a thorough analysis of the data collected and results obtained, the following
significant findings are summarized.
2. The Respondents’ Level of Stress
2.1. Students reported experiencing occasional physical stress symptoms such as
headaches and back pain, indicating the intermittent nature of these stressors.
However, symptoms like difficulty breathing were rarely encountered, suggesting a
generally healthy physical state among the respondents.
2.2. The data revealed diverse experiences with parental expectations, social
relationships, and academic support. While some students struggled with parental
pressure, others sought guidance and encouragement from their parents. Similarly,
varied experiences were reported concerning relationships with peers and educators,
highlighting the complexity of interpersonal dynamics in students' lives.
2.3. Financial constraints, time management challenges, and academic anxieties were
identified as prominent stressors among students. Concerns about meeting academic
demands, handling class presentations, and managing academic workloads were

prevalent, indicating the multifaceted nature of academic stress experienced by
students.
2.4. Transportation issues, living conditions, and environmental factors such as noise
pollution and crowded areas contributed to feelings of inconvenience and unease
among students. These findings underscored the significance of environmental factors
in shaping students' overall well-being and academic experiences.
3. The Respondents’ Level of Academic Procrastination
3.1. Moderate levels of procrastination were reported in tasks such as writing notes
from lectures, with students recognizing occasional difficulties in initiating and
completing these tasks. However, the overall impact of procrastination on academic
achievement was weak and statistically non-significant.
3.2. Similar to note-taking, students exhibited moderate levels of procrastination when
studying for exams. While procrastination tendencies were acknowledged, they did not
significantly impact academic achievement, suggesting that students were able to
compensate for delayed study habits.
3.3. Procrastination levels varied when it came to keeping up with reading assignments,
with some students reporting occasional delays in completing reading tasks. However,
these procrastination tendencies did not significantly affect academic achievement,
indicating that students were still able to meet academic requirements despite delays.
3.4. Moderate levels of procrastination were observed in submitting projects and
performance tasks, highlighting occasional delays in meeting deadlines. While
procrastination in this area did not significantly impact academic achievement overall, it
underscored the importance of time management skills in academic success.

3.5. Students reported occasional procrastination in attending meetings with advisors
and general meetings, indicating a tendency to delay or postpone these tasks. However,
the impact of procrastination on academic achievement was moderate and statistically
significant, suggesting that missed meetings could hinder students' academic progress.
3.6. Moderate levels of procrastination were reported in engaging in general school
activities, reflecting occasional delays in completing tasks such as organizing events or
participating in extracurricular activities. While procrastination in these areas did not
significantly affect academic achievement overall, it highlighted the importance of
effective time management and task prioritization for student success.
4. The correlation analysis revealed interesting insights into the relationship between
student stress and academic achievement. While physical and interpersonal
relationship stress showed weak correlations with academic achievement and were not
statistically significant, academic and environmental stress exhibited stronger
correlations, both of which were statistically significant. Specifically, increased
academic stress was associated with lower academic achievement, highlighting the
importance of addressing stress management strategies to improve student outcomes.
5. The correlation analysis between academic procrastination behaviors and academic
achievement indicated that most procrastination behaviors did not show significant
correlations with academic achievement. However, procrastination in attendance tasks,
such as meeting with advisors and attending general meetings, showed a moderate
negative correlation with academic achievement, which was statistically significant.
Conclusions
Based on the findings of the study, the following conclusions are drawn.
2. The Respondents’ Level of Stress
2.1. Physical stress among students suggests the need for interventions promoting
physical well-being to improve academic performance.
2.2. Diverse experiences with interpersonal relationship stress highlight the importance
of tailored support systems for students.
2.3. Academic stress prevalence emphasizes the necessity for targeted interventions to
reduce academic pressures and enhance student mental health.
2.4. Environmental stressors underscore the importance of infrastructure
improvements and safety measures to create a conducive learning environment.
3. The Respondents’ Level of Academic Procrastination
3.1. Moderate academic procrastination levels indicate the necessity for interventions
to improve time management skills and study habits.
3.2. The significant impact of procrastination on attending tasks stresses the
importance of promoting accountability and time management skills among students.
3.3. Procrastination in reading assignments did not significantly affect academic
achievement, suggesting students can meet requirements despite delays.
3.4. While procrastination in submitting tasks didn't notably impact grades, it
underscores the need for better time management.

3.5. Procrastination in attending meetings had a moderate, significant effect on
academic performance, highlighting the importance of timely engagement.
3.6. Effective time management is crucial for student success, despite moderate
procrastination in general school activities.
4. Stress management strategies are essential as academic and environmental stress
significantly correlates with academic achievement.
5. Missing meetings due to procrastination can adversely impact academic
performance, emphasizing the importance of timely attendance.
Recommendations
Based on the following results and conclusions of the study, the following
recommendations are offered:
1. Given the significant correlation between academic stress and achievement, it is
recommended for schools to offer stress management programs to help students
cope with academic pressures effectively.
2. Offering workshops on time management can equip students with skills to
prioritize tasks and meet deadlines more efficiently.
3. Grade 10 Students are encouraged to prioritize engagement such as attending
meetings and general gatherings to mitigate procrastination habits.
4. It is recommended for schools to create an environment where students feel
supported in managing their academic workload.

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LILOAN NATIONAL HIGH SCHOOL EXTENSION DON BOSCO CAMPUS

Cotcot, Liloan, Cebu City, Philippines

GRADE 12 ALBERA (GAS-HUMSS)

A COMPREHENSIVE ANALYSIS OF THE INTERPLAY AMONG STRESS, ACADEMIC

MRS. MERLIN M. CATANGCATANG

Available to public Yes

Available only after contribution with author/research adviser Yes

Available only to those bound by a confidentiality agreement Yes

Student’s Signature _____________________________________________

Research Adviser’s Signature _____________________________________________

This study investigates the relationship of academic procrastination, stress, and

Additionally, the research aims to identify the prevalence of procrastination behaviors,

stressors experienced by students, and their impact on academic achievement.

Moreover, a stratified random sampling technique was employed to select 21

collected using standardized questionnaires distributed through Google Forms,

covering various aspects of procrastination, stress, and academic performance.

Subsequently, quantitative analysis, including correlation analysis, was conducted to

examine the relationships between procrastination, stress, and academic achievement.

The findings revealed moderate levels of procrastination in various academic

Additionally, students reported experiencing stress related to academic demands,

interpersonal relationships, and environmental factors. While most procrastination

behaviors did not significantly correlate with academic achievement, procrastination in

attendance tasks showed a moderate negative correlation with academic performance.

Consequently, the study underscores the importance of implementing interventions to

address procrastination tendencies and manage stress effectively to enhance student

well-being and academic success.

The success of this study is attributed to the invaluable contributions and

support of the following individuals who inspired us to pursue excellence in our

We express our heartfelt gratitude to our research teacher, Mrs. Merlin M.

We would like to extend our appreciation to our research coordinator, Mr.

assistance in coordinating resources and logistics has been indispensable in ensuring

the smooth progression of this study.

endorsement have empowered us to pursue academic excellence and contribute to the

outcomes of this research endeavor.

loved ones, whose encouragement and understanding sustained us throughout this

strength and wisdom to undertake this research journey.

Khian Wade S. Solano

Jay Ann Abordo

Sherene Angel Toledo

Francis Adrian San Jose

Jhon Carlo Asio

THE PROBLEM AND ITS SCOPE

Modern psychologists are showing a growing interest in conducting research

aimed at elucidating the phenomenon of procrastination, which continues to be among

significantly impairs one's productivity (Goroshit, 2018).

In essence, procrastination can negatively impact work, grades, and life in

management, fear, and impulsivity (Sun, 2023). Academic procrastination is a

widespread phenomenon observed among students, characterized by the deliberate

postponement of various tasks, assignments, projects, and even exam preparations

different aspects of life, while others procrastinate only in specific situations or

domains. Specifically, Esmaeili and Monadi (2016) added that procrastination on

serving as a prominent contributor to their struggles with learning and academic

discussed the impact of poor time management and procrastination on students'

majority of academic discussions, time pressure is generally viewed as a negative

phenomenon. However, an underlying question arises as to whether it is invariably

In addition, studies specifically investigating the relationship between

procrastination, stress, and academic performance have yielded conflicting findings.

capabilities. Moreover, research has demonstrated that stress exerts an inhibiting

studies present evidence of a curvilinear relationship, indicating that while excessive