PREVALENCE-OF-ACADEMIC-PROCRASTINATION-AND-ACADEMIC-PERFORMANCEFINAL.pptx

PREVALENCE OF ACADEMIC PROCRASTINATION
AND ACADEMIC PERFORMANCE AMONG BSED-
MATHEMATICS STUDENTS
IN CBSUA-SIPOCOT
Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Calabanga | Pasacao | Pili | Sipocot

Research Overview
This study aimed to identify the personal profile of the respondents in
terms of age and sex; evaluate the academic performance of the
second-year mathematics students in their major subjects such as,
Elementary Statistics and Probability, Logic and Set Theory, and
Trigonometry; determine the factors contributing to academic
procrastination of the respondents in mathematics in terms of personal
factors, family factors, and school factors;

evaluate the relationship between the personal profile of the
respondents and the factors contributing to academic
procrastination; evaluate the relationship between the factors
contributing to academic procrastination and academic
performance of the respondents; and identify the possible
intervention program that can be proposed to avoid academic
procrastination of the respondents.

Chapter 1 and 2 Matrix of Compliance
TITLE DEFENSE
COMMENTS/
SUGGESTIONS
OF TAC
REVISION MADE
COVERPAGE
Estephanie B. Alemania
Triscia Joy S. Nocillado
Darren F. Gardonia
Rica Mae L. Sultan
Rocel Ann L. Brila
All caps or
uppercase the
name of the
researchers
RICA MAE L. SULTAN
ESTEPHANIE B. ALEMANIA
ROCEL ANN L. BRILA
DARREN F. GARDONIA
TRISCIA JOY S. NOCILLADO
CHAPTER 1: INTRODUCTION
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change the
rationale
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TITLE DEFENSE
COMMENTS/
SUGGESTIO
NS OF TAC
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STATEMENT OF THE PROBLEM
Write the
possible
intervention
program
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OBJECTIVES OF THE STUDY
Objectives must
be anchored to
the SOP
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TITLE DEFENSE
COMMENTS/
SUGGESTION
S OF TAC
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SCOPE AND LIMITATION
• Revise and
improve.
• Include the SOPs
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THEORITICAL FRAMEWORK
Figure 1. Theoretical Framework
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the figure from
theoretical framework
to theoretical
paradigm
Figure 1. Theoretical Paradigm

TITLE DEFENSE
COMMENTS/
SUGGESTIONS
OF TAC
REVISION MADE
CONCEPTUAL FRAMEWORK
Figure 2. Conceptual
Framework
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the figure from
conceptual
framework to
conceptual paradigm
 Write the proposed
intervention program
in the output of IPO
model.
Figure 2. Conceptual
Paradigm
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TITLE DEFENSE
COMMENTS/
SUGGESTIONS
OF TAC
REVISION MADE
DEFINITION OF TERMS
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operationally and
arranged
alphabetically.
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REFERENCE NOTES
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references for
definition of terms.
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TITLE DEFENSE
COMMENTS/
SUGGESTIONS
OF TAC
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RESEARCH DESIGN
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citations and the
paging
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RESEARCH METHOD
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complete process
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TITLE DEFENSE
COMMENTS/
SUGGESTIONS
OF TAC
REVISION MADE
DATA GATHERING PROCEDURE
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SOP. Remove citations
and provide the
procedure.
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STATISTICAL TREATMENT
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treatment and change
the Spearman Rank
Correlation Coefficient
to Pearson
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CHAPTER 3
RESULT AND DISCUSSION

Age Frequency Percentag
e
19
20
21
22
23
24
4
23
8
2
0
1
10.5
60.5
21.1
5.3
0.0
2.6
Total 38 100
Mean 20.32
Table 1. Personal profile of the second year BSED Mathematics in
terms of age
The high math anxiety and low
self-efficacy profile was
associated with older students,
compared to students whose
profile was average in math
anxiety and math self-efficacy,
or low in math anxiety and high
in math self-efficacy. (Cho,
2023)

Sex Frequenc
y
Percentage
Male
Female
14
24
36.8
63.2
Total 38 100
Mean 1.63
Table 2. Personal profile of the second year BSED
Mathematics in terms of sex
Gender differences can impact
how well people do in math.
Some people think boys are
better at math than girls, and this
belief can affect how girls feel
about math.

Academic
Performance
Interpretation Frequency Percentage
1.25-1.4 Highly Outstanding 4 10.6
1.5-1.7 Outstanding 17 44.7
1.75-1.9 Very Satisfactory 12 31.6
2.00-2.2 Very Good 5 13.1
Total 38 100
Table 3. Academic Performance of the Respondents in
Elementary Statistics and Probability
Legend:
Numerical Scale Interpretation
1.00-1.2 Excellent
1.25-1.4 Highly Outstanding
1.5-1.7 Outstanding
1.75-1.9 Very Satisfactory
2.00-2.2 Very Good
2.25-2.4 Satisfactory
2.5-2.6 Good
2.7-2.9 Fair
3 Passing
4 Conditional
5 Failed
Students shows lack of
confidence and lack of
motivation in solving
problems involving
statistics and
probability.

Academic
Performance
1.75-1.9 Very
Satisfactory
13 34.2
2.00-2.2 Very Good 10 26.3
2.25-2.4 Satisfactory 11 29
2.5-2.6 Good 3 7.9
2.7-2.9 Fair 1 2.6
Total 38 100
Table 4. Academic Performance of the Respondents in Logic
and Set Theory
Legend:
1.00-1.2 Excellent
1.5-1.7 Outstanding
2.00-2.2 Very Good
2.5-2.6 Good
2.7-2.9 Fair
3 Passing
4 Conditional
5 Failed
The majority of students
(51.7%) fell within this
moderate level. The
strongest indicators of
logical-mathematical
intelligence were the
ability to classify and
understand patterns and
relationships.

Academic
Performance
1.5-1.7 Outstanding 7 18.4
1.75-1.9 Very
Satisfactory
30 78.9
2.00-2.2 Very Good 1 2.6
Total 38 100
Table 5. Academic Performance of the Respondents in
Trigonometry
Legend:
1.00-1.2 Excellent
1.5-1.7 Outstanding
2.00-2.2 Very Good
2.5-2.6 Good
2.7-2.9 Fair
3 Passing
4 Conditional
5 Failed
Even though students had
a good attitude towards
Trigonometry, most of them
scored between 75 and 79,
showing that their
performance in the subject
was not very strong
Gervacio, G. M., 2022) .

Indicators Weighted
mean
Rank Interpretation
1. I usually find reasons for not acting
immediately when answering my activities
since I find it difficult to understand the lesson.
3.29 1 Moderately Agree
2. I usually wake up late in the morning and
find it hard to do my activities in mathematics.
3. I always delayed completing my modules
since the deadline is far.
2.95 4.5 Moderately Agree
4. I usually make excuses to any professors
about my activities which are not yet done.
1.84 10 Disagree
5. I am still relax and chill when the deadlines
is not yet approaching.
6. I usually spend time browsing my social
media and gadgets rather doing my activities
in school.
7. I often start accomplishing my modules at
the last possible minutes.
8. I felt uncomfortable towards approaching my
teacher about some information I need to ask. 2.95 4.5 Moderately Agree
9. I get my modules late, so I submitted it late. 2.08 9 Disagree
10. I ended up distracted by the things that
surround me so that why I delay doing my task. 3.05 3 Moderately Agree
Average weighted mean 2.76 Moderately Agree
Table 6. Factors contributing to Academic Procrastination of the
Respondents in their major subjects in terms of Personal Factors
Legend:
1.00-1.74 Strongly Disagree
1.75-2.54 Disagree
2.55-3.34 Moderately Agree
3.35-4.19 Agree
4.20-5.00 Strongly Agree
Individuals may perceive their
academic assignments as lacking
relevance, struggle to grasp their
purpose, or face challenges in
initiating them, all contributing to the
postponement of their work. (Gunn,
J., 2019)

Indicators Weighted
mean
Rank Interpretation
1. I prefer staying home rather than going to
school because of lack of financial and moral
support.
2.18 8 Disagree
2. I prefer doing household chores rather than
accomplishing my modules.
2.37 6 Disagree
3. I always tend to do the task given by my
parents inside the house and become
unmotivated in accomplishing my modules.
2.39 5 Disagree
4. I find myself helping my father on earning a
living for our family, rather than going to school.
1.82 10 Disagree
5. I overthink the family issues that I encounter,
and as a result, I lost the will to do my
modules.
6. I always prefer chit chatting with my family
rather than answering my modules.
2.21 7 Disagree
7. I don't have that private and conducive place
to study that’s why I find it lazy to do my
modules.
8. I usually postponed my modules to take care
of my siblings, and then when I am tired, I
started to get lazy in doing my modules.
2.05 9 Disagree
9. I became uninterested to do my modules
when there is a power interruption.
3.45 1 Agree
10. when the home environment is noisy, I stop
answering my modules because I tend to
become tired and lazy.
Average weighted mean 2.49 Disagree
respondents in their major subjects in terms of Home Factors
Legend:
1.75-2.54 Disagree
3.35-4.19 Agree
It can be inferred that an
unfavorable learning environment
fosters procrastination among
students. Therefore, the absence
of a conducive learning
environment at home contributes
to academic procrastination. (Lao,
H. et.al , 2023)

Indicators Weighted
mean
Rank Interpretation
1. The physical facilities at the campus (e.g.,
classroom, library, study areas) are not
conducive to learning and studying.
2.05 10 Disagree
2. I see myself spending a lot of time with my
classmates inside the classroom when we
have things to do.
3. I set aside the lessons that must read and
study, especially when I am not interested.
2.50 8 Disagree
4. The instructors do provide clear instructions
and expectations.
4.00 1 Agree
5. I don’t have access to a suitable study
environment in the campus.
2.29 9 Disagree
6. The presence of distractions (e.g., noises,
social activities) hinders my productivity.
7. The availability of resources (e.g.,
textbooks, internet) are not enough in
completing academic tasks.
2.53 7 Disagree
8. The classroom environment does promote
engagements and collaboration among
students.
3.50 2 Agree
9. The classroom environment has noticeable
issues such as poor lighting, uncomfortable
seating, or inadequate ventilation.
10. Some of my school works are delayed due
to class interruption (e.g. class suspension
due to typhoon, class events, etc.)
Average weighted mean 2.90 Moderately Agree
respondents in their major subjects in terms of School Factors
Legend:
1.75-2.54 Disagree
3.35-4.19 Agree
The results also imply that
problems with paying
attention when
procrastinating might be
related to other things that
can distract you, such as
when your mind starts to
wander. (Wiwatowska, E.
et al., 2020)

Indicators of
Relationship
r-
value
Interpretation p-
value
Decision Interpretation
Personal
factors and
age
0.047
Very Low
Correlation
0.779
Accept
Not Significant
Home factors
and age -0.200
Very Low
Correlation
0.229
Accept
Not Significant
School
factors and
age
0.082
Very Low
Correlation
0.623
Accept
Not Significant
Table 9. Relationship between the Factors Contributing to
Academic Procrastination and the Age of the Respondents
Legend:
Range of Pearson r value Interpretation
0.90 to 1.00 (-0.90 to -1.00) - Very High Positive (Negative) Correlation
0.70 to 0.90 (-0.70 to -0.90) - High Positive (Negative) Correlation
0.50 to 0.70 (-0.50 to -0.70) - Moderate Positive (Negative) Correlation
0.30 to 0.50 (-0.30 to -0.50) - Low Positive (Negative) Correlation
0.00 to 0.30 (-0.00 to -0.30) - Very Low Correlation
Academic procrastination is
prevalent among students
of all ages, estimated of
95% of students engage in
procrastination, 70% of
college students
procrastinate occasionally,
and around 50% of
students procrastinate at
least half of the time.

Indicators of
Relationship
r-
value
Interpretation p-
value
Personal
factors and
Sex
-0.068 Very Low
Correlation
0.683 Accept Not Significant
Home
factors and
Sex
-0.071 Very Low
Correlation
School
factors and
Sex
0.037
Very Low
Correlation
0.828
Accept
Not Significant
Academic Procrastination and the Sex of the Respondents
Legend:
There is no significant
difference in academic
procrastination between
males and females. The
study found that
regardless of sex,
procrastination is
prevalent among
students (Asio, 2020).

Indicators of
Relationship
r-
value
Interpretation p-
value
Personal
factors and
academic
performance
0.86 High Positive
Correlation
Home
factors and
academic
performance
0.192 Very Low
Correlation
School
factors and
academic
performance
0.038
Very Low
Correlation
0.819
Accept
Not Significant
Table 11. Relationship between the Factors Contributing to Academic
Procrastination and the Academic Performance of the Respondents in
Elementary Statistics and Probability
Legend:
Relationship between
academic procrastination
and academic
performance is negative.
Academic procrastination
affects the frequency of
all forms of academic
misconduct and has a
negative relationship with
academic performance.

Indicators of
Relationship
r-
value
Interpretation p-
value
Personal
factors and
academic
performance
0.236 Very Low
Correlation
Home
factors and
academic
performance
0.277 Very Low
Correlation
School
factors and
academic
performance
0.069
Very Low
Correlation
0.682
Accept
Not Significant
Academic Procrastination and the Academic Performance of the
Respondents in Logic and Set Theory
Legend:
It was revealed that the more
students engage in
procrastination, the lower their
academic performance tends
to be. The study also found
that academic procrastination
acts as a barrier to learning
and hinders the academic
performance of students.
(Juego, E.,et. al, 2022)

Indicators of
Relationship
r-
value
Interpretation p-
value
Personal
factors and
academic
performance
0.172 Very Low
Correlation
Home
factors and
academic
performance
-0.002 Very Low
Correlation
School
factors and
academic
performance
-0.067
Very Low
Correlation
0.689
Accept Not Significant
Academic Procrastination and the Academic Performance of the
Respondents in Trigonometry
Legend:
The study indicates that
procrastination influences
academic performance and
academic satisfaction, with
students exhibiting low
procrastination having higher
academic performance and
satisfaction. (Agustin, A. &
Winarso, W. 2021)

Table 14. Intervention Program
Aspects of
Information
Description
Target
Audience
College students taking Bachelor of Secondary Education Major in
Mathematics
Intervention
Type
Online Seminar
Objective
Increase awareness about the academic procrastination of the
students in mathematics and assist students in making informed
strategies to avoid procrastination towards success.
Goals
1. Enhance understanding of the students to recognize and
understand their procrastination tendencies, including the triggers
and consequences.
2. Assist students in setting specific, measurable, achievable,
relevant, and time-bound (SMART) goals for their math-related
tasks.

Goals
3. Enable students to make effective time management strategies to
help students allocate time for math study, assignments, and test
preparation.
4. Encourage ongoing self-reflection and adjustment of strategies as
needed to maintain progress.
Key Topics
Covered
1. Overview of procrastination and its impact on academic
performance and common reasons for procrastination in the
context of mathematics.
2. Explore study techniques specific to mathematics, including
problem-solving and practice.
3. Emphasize active learning and engagement with math concepts
and teach students how to adapt and refine their strategies as
they progress.
4. Discuss the importance of building lasting habits for success in
mathematics.

Format
Multiple online seminar sessions with presentations, guest
speakers, Q&A’s, and resources.
Duration
Two weeks to allow students to grasp information, ask questions,
and engage.
Tools/Resourc
es
1. Presentation materials (slides).
2. Guest speakers or alumni sharing their experiences.
3. Online surveys/assessments to gauge understanding.
4. Website for supplementary materials and info.
Follow-up
1. Access to resources for tracking their academic goals in
mathematics.
2. Mentoring or counseling services for students with specific
concerns.
3. Periodic check-ins to measure the intervention's impact.

Evaluation
1. Pre-and post-seminar surveys to measure changes in awareness.
2. Monitoring Stress Reduction and Coping Mechanisms: Measure
reductions in stress levels and improvements in students’ ability to
cope with math-related stress.
3. Feedback from participants to gauge their perceptions of the
program's effectiveness, their understanding of procrastination, and
their improved study habits.
Responsibility
Educational institutions, guidance counselors, or education-focused
organizations.
Cost Budget required for technology, materials, and potential guest
speaker fees.
Follow-up
1. Access to resources for tracking their academic goals in
mathematics.
2. Mentoring or counseling services for students with specific
concerns.
3. Periodic check-ins to measure the intervention's impact.

Table 14. Intervention Program
Expected
Outcomes
3. Participants are better equipped to overcome math-related
challenges and setbacks with resilience.
4. The program encourages students to seek help when needed
and build a support network, leading to increased success.
5. Students build lasting habits for success, ensuring continued
progress in mathematics.

CHAPTER 4
SUMMARY, FINDINGS, CONCLUSION,
AND RECOMMENDATION

What is the
personal
profile of
the
respondent
s in terms
of age and
sex?
SOP 1 FINDINGS
Based on the gathered data from the 38
respondents, the respondents who age 19 is 4
(10.5 %), 20 years old respondents are 23
(60.5%), those who age 21 is 8 (21.1%), 22 is 2
(5.3%), and there is 1(2.6%) respondent who age
24. On the other hand, there are 14 males (36.8
%) and 24 females (63.2%).

What is the
personal
profile of
the
respondent
s in terms
of age and
sex?
SOP 1
CONCLUSION
Female BSED Mathematics majors are dominant
in numbers than male students. In addition, more
than half of the respondents are 20 years old and
the eldest with the least number of respondents is
24 years old.

What is the
personal
profile of
the
respondent
s in terms
of age and
sex?
SOP 1
RECOMMENDATION
It is recommended that it should de-emphasize
gender biases in mathematics because both
sexes are capable of teaching mathematics and
participating in classroom activities. There is a
need to give boys and girls the same
opportunities and challenges in mathematics.

What is the
academic
performance of
the second-year
mathematics in
their major
subjects namely,
Trigonometry,
Logic and Set
Theory and
Elementary
Statistics and
Probability?
SOP 2
FINDINGS
1. In Elementary Statistics and Probability, the
academic performance of the respondents in the
subject is as follows: Highly Outstanding (1.25-1.4)
is achieved by 4 respondents, accounting for
10.6%. Outstanding (1.5-1.7) is attained by 17
respondents, making up 44.7%. Very Satisfactory
(1.75-1.9) is attained by 12 respondents,
representing 31.6%.Very Good (2.0-2.2) is
achieved by 5 respondents, constituting 13.1%.

What is the
academic
performance of
the second-year
mathematics in
their major
subjects
namely,
Trigonometry,
Logic and Set
Theory and
Elementary
Statistics and
Probability?
SOP 2 FINDINGS
2. In Logic and Set Theory, the academic
performance of the respondents in the subject is
summarized as follows: Very Satisfactory (1.75-
1.9) is achieved by 13 students, accounting for
32.4%. Very Good (2.00-2.2) is attained by 10
students, constituting 26.3%. Satisfactory (2.25-
2.4) is attained by 11 students, representing
29%. Good (2.5-2.6) is achieved by 3 students,
making up 7.9%. Fair (2.7-2.9) is achieved by 1
student, constituting 2.6%.

SOP 2 FINDINGS
3. In Trigonometry, the data reveals the following
academic performance distribution among the
students: Outstanding grades (1.5-1.7) were
achieved by 7 students, representing 18.4% of the
total. A substantial majority of 30 students (78.9%)
received grades falling within the range of 1.75 to
1.9, indicating a very satisfactory level of
performance. Lastly, one student (2.6%) received a
grade in the range of 2.0 to 2.2, signifying a very
good performance.
What is the
academic
performance of
the second-year
mathematics in
their major
subjects
namely,
Trigonometry,
Logic and Set
Theory and
Elementary
Statistics and
Probability?

SOP 2
CONCLUSION
1. The academic performance of the respondents
in terms of their subject Elementary Statistics
and Probability is from good to highly
outstanding. Most of the respondents are
outstanding with the mean 1.72.
What is the
academic
performance of
the second-year
mathematics in
their major
subjects namely,
Trigonometry,
Logic and Set
Theory and
Elementary
Statistics and
Probability?

SOP 2
CONCLUSION
2. The academic performance of the respondents
in terms of Logic and Set Theory is from fair to
very satisfactory, with the mean of 2.13, and
most of the respondents’ academic
performance is very good.
What is the
academic
performance of
the second-year
mathematics in
their major
subjects namely,
Trigonometry,
Logic and Set
Theory and
Elementary
Statistics and
Probability?

SOP 2
CONCLUSION
3. The data shows that the academic
performance of the respondents in
Trigonometry ranges from very good to
outstanding. The mean of their academic
performance is 1.81, and most of the
respondents’ academic performance is at very
satisfactory level.
What is the
academic
performance of
the second-year
mathematics in
their major
subjects namely,
Trigonometry,
Logic and Set
Theory and
Elementary
Statistics and
Probability?

SOP 2
RECOMMENDATION
It was recommended to continue assessing and
improving the teaching methods, and resources in
their major subjects. Teachers and parents
should have a collaborative work in assessing
what are the strength and weaknesses of the
students in their major subjects and guide them
on how to understand it clearly and easily.
What is the
academic
performance of
the second-year
mathematics in
their major
subjects
namely,
Trigonometry,
Logic and Set
Theory and
Elementary
Statistics and
Probability?

SOP 3
FINDINGS
1. In terms of personal factors, the indicators
which contribute the most are the following: the
respondents usually make excuses to any
professors about the activities which are not yet
done (WM, 1.84); the respondents get their
modules late, so they submitted it late (WM,
2.08); the students usually wake up late in the
morning and find it hard to do my activities in
mathematics (WM, 2.66).
What are the
factors that
contribute to
academic
procrastination
of the
respondents in
mathematics in
terms of
personal
factors, home
factors and
school factors?

SOP 3
FINDINGS
2. In terms of home factors, the strong indicators
are the following: the absence of a private and
conducive study environment at home, leading
to a higher likelihood of procrastination (WM,
2.68); a noisy home environment, which
disrupts their concentration and motivation for
completing coursework (WM, 3.16); a decline
in interest and motivation to study when faced
with power interruptions at home (WM, 3.45).
What are the
factors that
contribute to
academic
procrastination
of the
respondents in
mathematics in
terms of
personal factors,
home factors
and school
factors?

SOP 3
FINDINGS
3. School-related indicators emerged as strong
contributors to academic procrastination,
including: delays in completing schoolwork due to
interruptions, such as class suspensions due to
typhoons or school events, were noted as
significant (WM, 3.05); spending excessive time
with classmates inside the classroom when tasks
need attention was identified as a key factor (WM,
3.2).
What are the
factors that
contribute to
academic
procrastination
of the
respondents in
mathematics in
terms of
personal
factors, home
factors and
school factors?

SOP 3
CONCLUSION
1. It's clear that students tend to delay their
schoolwork because they often look for excuses
to do so, especially when they find the lessons
hard to understand. On the other hand, with the
average weighted mean of 2. 76, the
respondents moderately agree with the
indicators for personal factors contributing to
academic procrastination.
What are the
factors that
contribute to
academic
procrastination
of the
respondents in
mathematics
in terms of
personal
factors, home
factors and
school
factors?

SOP 3
CONCLUSION
2. Based on the findings for home factors, the
results showed that students tend to delay
their schoolwork when there are power
outages at home, a noisy environment that
distracts them, and they don't have a good
place to study at home. Interestingly, with the
average weighted mean of 2.49 which
indicates as disagree.
What are the
factors that
contribute to
academic
procrastination
of the
respondents in
mathematics in
terms of
personal factors,
home factors
and school
factors?

SOP 3
CONCLUSION
3. In terms of school factors, according to the
research findings, students tend to
procrastinate in relation to school factors, with
reasons including class interruptions, social
interactions with fellow students, and
classroom distractions. In addition, in the
average weighted mean of 2.9 which means
they hold a moderate agreement with the
indicators for school factors.
What are the
factors that
contribute to
academic
procrastination
of the
respondents in
mathematics in
terms of
personal
factors, home
factors and
school factors?

SOP 3
RECOMMENDATION
1. It is recommended that the students maintain,
ideally continue, and improve the submission
time of academic requirements. They may also
ensure that their answers and responses on
their task activity or assessment were
complete and correct so that it will not affect
their academic performance.
What are the
factors that
contribute to
academic
procrastination
of the
respondents in
mathematics in
terms of
personal
factors, home
factors and
school factors?

SOP 3
RECOMMENDATION
2. It is recommended that the students may find a
conducive place when doing their academic
tasks and learn how to focus on the most
essential things like accomplishing their
academic requirements. Parents may find
conducive environment for their children to
study on.
What are the
factors that
contribute to
academic
procrastination
of the
respondents in
mathematics in
terms of
personal
factors, home
factors and
school factors?

SOP 3
RECOMMENDATION
3. It is recommended to the mathematics instructor in
BSED Mathematics 2A may improve their teaching
methods and strategy to help students improve their
performance and maintain progress. Additional,
instructor may maintain good relationship and
communication with the students and for the students
to be comfortable in approaching the instructor.
What are the
factors that
contribute to
academic
procrastination
of the
respondents in
mathematics
in terms of
personal
factors, home
factors and
school
factors?

SOP 4
FINDINGS
1. The data shows that there is only a very low
correlation between personal factors and the
respondents' age, as indicated by a low r-value
of 0.047 and a p-value of 0.779. Similarly,
home factors and the age of the respondents
have a very low correlation, with an r-value of
0.200 and a p-value of 0.229.
Is there a
significant
relationship
between the
personal profile
of the
respondents
and the factors
contributing to
academic
procrastination?

SOP 4
FINDINGS
2. A very low correlation can be observed
between personal factors and the sex of the
respondents, as indicated by the low r-value of
-0.068 and a p-value of 0.684. Likewise, there
is also a very low correlation between home-
related factors and the sex of the respondents,
with an r-value of -0.071 and a p-value of
0.672.
Is there a
significant
relationship
between the
personal profile
of the
respondents
and the factors
contributing to
academic
procrastination
?

SOP 4
CONCLUSION
1. Based on the result, the null hypothesis is accepted,
indicating that there is no significant relationship
among the factors contributing to academic
procrastination and the age of the respondents.
2. In all cases, the p-values exceed the predefined
significance level of 0.05, signifying that there is no
significant relationship between the factors contributing
to academic procrastination and the sex of the
respondents.
Is there a
significant
relationship
between the
personal profile
of the
respondents and
the factors
contributing to
academic
procrastination?

SOP 4
RECOMMENDATION
It was recommended that regardless of age and
sex, the students may continue their positive
attitude towards the subjects, specifically in doing
tasks and activities to avoid academic
procrastination and feel satisfaction in their
academic performance.
Is there a
significant
relationship
between the
personal profile
of the
respondents and
the factors
contributing to
academic
procrastination?

SOP 5
FINDINGS
1. Between the factors contributing to academic
procrastination and the academic performance
of the respondents in Elementary Statistics
and Probability, the data revealed a high
positive correlation between personal factors
and academic performance (r=0.86) with a p-
value of 0.606. On the other hand, there was
only a very low correlation between home
factors and the academic performance of the
respondents (r = 0.192), and the p-value was
0.249.
Is there a
significant
relationship
between the
factors
contributing to
academic
procrastination
and the academic
performance of the
respondents?

SOP 5 FINDINGS
2. In terms of Logic and Set Theory, the data
indicates that personal factors and academic
performance have a very low correlation,
represented by an r-value of 0.236. The p-
value, at a 0.05 level of significance, was
0.154. Likewise, home factors also exhibit a
very low correlation, with an r-value of 0.277
and a p-value of 0.092 at the 0.05 level of
significance.
Is there a
significant
relationship
between the
factors
contributing to
academic
procrastination
and the
academic
performance of
the
respondents?

SOP 5
FINDINGS
3. There is a very weak correlation between personal
factors and academic performance, with an r-value
of 0.172 and a p-value of 0.301. Similarly, when
considering home-related factors and academic
performance, the correlation is extremely low, with
an r-value of -0.002 and a p-value of 0.993.
Is there a
significant
relationship
between the
factors
contributing to
academic
procrastination
and the
academic
performance of
the
respondents?

SOP 5
CONCLUSION
1. With a significance level of 0.05, all the p-values
surpass the r-value, leading to the acceptance of the
null hypothesis. Consequently, there is no significant
relationship between personal factors, home factors,
and school factors and the academic performance of
the respondents in their major subject, Elementary
Statistics and Probability.
Is there a
significant
relationship
between the
factors
contributing to
academic
procrastination
and the
academic
performance of
the
respondents?

SOP 5
CONCLUSION
2. In Logic and Set Theory, no significant
relationship exists between personal factors,
home factors, and school factors and the
academic performance of the respondents in
their subject, Logic and Set Theory.
Is there a
significant
relationship
between the
factors
contributing to
academic
procrastination
and the
academic
performance of
the
respondents?

SOP 5
CONCLUSION
3. Since the null hypothesis is accepted in all
instances, it can be concluded that the factors
contributing to academic procrastination do not
hinder the academic performance of the
respondents in Trigonometry and have no
significant relationship with one another.
Is there a
significant
relationship
between the
factors
contributing to
academic
procrastination
and the
academic
performance of
the respondents?

SOP 5
RECOMMENDATION
Although, there is no significant relationship between the
academic procrastination and personal factors, it was
recommended that the student may improve and continue
their attitude in doing their school requirements.
Is there a
significant
relationship
between the
factors
contributing to
academic
procrastination
and the
academic
performance of
the
respondents?

SOP 6
What possible
intervention
program can be
proposed to
avoid academic
procrastination
of the
respondents?
FINDINGS
The target audience for this intervention
comprises college students taking BSED
Mathematics employing online seminars, the
intervention aims to increase students’ awareness
about the academic procrastination of the
students in mathematics and assist students in
making informed strategies to avoid
procrastination towards success.

SOP 6
FINDINGS
This approach is delivered through a series of
multiple online seminar sessions, complemented
by various resources and follow-up support. The
intention of this is to effectively allocate time for
math-related tasks, leading to reduced
procrastination and setbacks with resilience.
What possible
intervention
program can be
proposed to
avoid academic
procrastination
of the
respondents?

SOP 6
CONCLUSION
This intervention aims to empower students by
providing them with essential information to
recognize their procrastination tendencies, including
the triggers and consequences. The intervention
utilizes a wide range of resources, such as guest
speakers and assessment tools, to enhance the
effectiveness of the program.
What
possible
intervention
program can
be proposed
to avoid
academic
procrastinati
on of the
respondents
?

SOP 6
CONCLUSION
To gauge the intervention’s effectiveness, regular
evaluations are integrated into the plan, pre- and
post-seminar surveys to measure changes in
awareness. Furthermore, monitoring stress
reduction and coping mechanisms measure
reductions in stress levels and improvements in
students’ ability to cope with math-related stress.
What possible
intervention
program can
be proposed
to avoid
academic
procrastination
of the
respondents?

SOP 6
RECOMMENDATION
Increase awareness about academic procrastination
in mathematics, consider organizing workshops or
seminars highlighting the impact of procrastination
on academic performance. Furthermore, provide tips
and strategies to manage time and stay motivated.
Utilized social media platforms and campus bulletin
boards for promoting these events.
What possible
intervention
program can
be proposed
to avoid
academic
procrastinatio
n of the
respondents?

CONDUCTING SURVEY
TO THE RESPONDENTS

PREVALENCE-OF-ACADEMIC-PROCRASTINATION-AND-ACADEMIC-PERFORMANCEFINAL.pptx

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