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Investigating Academic Procrastination and its Implication for Academic

Achievement in an Online Learning Setting

Article in International Journal of Innovative Research in Science Engineering and Technology · July 2023
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Volume 8, Issue 7, July – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165

Investigating Academic Procrastination and its

Implication for Academic Achievement in an
Online Learning Setting
Julsar T. Calonia1
Research Center
San Agustin Institute of Technology
Valencia City, Philippines

Glyzelle Dawn H. Doller 2, March Princess Mesias3, Leah Velle C. Palutao 4, Lorie Jean S. Linas5, and
Gracecery S. Mojado6
College of Education, San Agustin Institute of Technology, Valencia City, Philippines

Abstract:- The shift or transition to online learning brought on by the pandemic, schools and universities have
brought by the intensified prevalence of COVID-19 constructed alternative teaching-learning processes to
College of Education
pandemic has presented new challenges for the students continue
San Agustin Institute academic activities without physical meetups [3].
of Technology
including the increased opportunities for procrastination, The face-to-face
Valencia City, Philippines classes changed drastically to remote
which has been found to have detrimental impact on settings, particularly in online or virtual learning modes, with
academic their academic achievement. Thus, this study the help of the internet and communication technologies [4].
aimed to investigate the association between academic However, several students complained about the adjustment
procrastination and academic achievement among all and readiness of the online learning setup, which provoked
second year Bachelor of Elementary Education (BEED) their bad attitude and behavioral problems toward academic
students. A quantitative approach using descriptive- commitments, such as laziness, disengagement, being
correlational technique was employed to achieve the uninterested, and unmotivated resulting in low academic
objectives of the study. With the utilization of a well- achievement [5] and dropouts [6].
established and reliable questionnaire, the researchers
surveyed a total of 90 respondents using complete One of the concerned student behavioral problem is
enumeration or census survey method. Furthermore, the tendency to procrastinate. In the body of knowledge, the term
collected data were analyzed through frequency, procrastination refers to a behavioral action or disposition of
percentage, mean, standard deviation, and Pearson a person who intentionally delays their task to the extent of
product-moment correlation. The results revealed that not meeting the deadlines and the postponement of task
the level of academic procrastination of the participants completions that leads to adverse consequences and
was moderate while their level of academic achievement unfavorable outcomes [7][8]. Procrastination typically
was very good. However, upon conducting the correlation happens when a task is unduly put off, and people become
test, there was no significant association between tremendously disturbed and troubled when they begin to
academic procrastination and academic achievement. think or work on it. A study posited that there are different
This finding suggests that in this present study, students' varieties of procrastination, such as academic procrastination,
academic achievement is not influenced by their tendency neurotic procrastination, compulsive procrastination, and
to procrastinate. decisional procrastination [7]. Among these types of
procrastination, academic procrastination was widely studied
Keywords:- Facebook Addiction; Loneliness; COVID-19; by different experts around the globe [9][10].
Philippines.
I. INTRODUCTION Academic procrastination is considered a specific type
of behavioral procrastination. It refers to the tendency to
The development and improvement of students’ voluntarily delay an intended course of study-related action
academic achievement is the most vital indicator of all despite the inevitable negative consequences of such a delay
colleges’ and universities’ progress [1]. Academic [11]. This type of procrastination affects over 70% of college
achievement is an important component and indicator of students and is reportedly associated with unsatisfactory
student success. It has a huge impact on education, especially academic performance and higher levels of stress and anxiety
by identifying key practical methods to assess the students’ [12][13]. It is often conceptualized as a behavioral pattern to
learning progress [2]. At present, improving the academic avoid difficult or anxiety-evoking tasks [14], a motivational
achievement of the student is quite challenging, especially issue that reflects individual differences in general values
amidst the COVID -19 pandemic. Due to the lockdown [15], a time management problem [16] or a metacognitive

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self-regulation failure [17]. This maladaptive behavior is On the other hand, the study of Asio [10] testified to the
associated with a range of personal characteristics such as results mentioned above. The study aimed to discover the
perfectionism, fear of failure, low self-efficacy, low self- relationship between academic procrastination and the
regulation, and behavioral rigidity, as well as motivational academic performance of freshmen students. The research
aspects such as goal orientation and situational aspects such results revealed that academic procrastination is negatively
as class climate and task difficulty [18]. associated with students’ grade point average (GPA). They
further suggested that when students procrastinate, they lack
The consequences of procrastination often include self-monitoring, goal setting, and self-regulated learning,
negative affective, mental, and behavioral aspects such as possibly routed to negative academic achievement.
unstable health, poor self-image, poor social impression,
stress, and professional inconsistency [19]. Several However, some studies contradicted the relationship
researchers have found that students' academic between procrastination and academic achievement. For
procrastination is strongly associated with dysfunctional example, the study of Janseen [30] investigated the
learning outcomes such as low academic performance, low relationship between procrastination and academic
quality of academic work, lack of knowledge, time pressure, achievement among undergraduate students. Unexpectedly,
dropout, and lengthened course of study [20][21]. Michinov, their result showed that there is no link between the
Brunot, Le Bohec, Juhel, and Delaval [22], who studied variables.
academic procrastination in online environments, found that
high-level academic procrastinators were less successful Finally, the finding is likewise consistent with the work
online learners than low-level procrastinators and that high- of Johal [31] who discovered an insignificant association
level procrastinators found it more difficult to (re)start between procrastination and academic achievement. These
studying online while not on campus. Klassen, Tze, and authors explained that procrastination might not be a
Hannok [23] found that high-level procrastinators reported predictor of academic achievement. The author further
lower GPAs, expected and received lower class grades, spent suggested that in the context of the study, academic
more hours procrastinating each day, took longer to begin achievement does not rely on procrastination but possibly on
important assignments, and expressed less confidence that other factors such as parental influence, financial struggle,
they were capable of regulating their learning. Although motivation, and others.
high-level procrastinators fared more poorly than low-level
procrastinators, they did experience a degree of success in In the Philippines, this popular culture, such as mañana,
the university setting [16][17[18]. cramming, and bad mannerism, have been increasingly
observed during remote learning, which created hostile
Arguments on whether procrastination affects students’ effects on modular distance or online learning and the time
performance in school and vice-versa or not have become the management of students [5]. Notably, these issues were
central theme of researchers today, adding to the factors of a manifested among BEED 2 students of San Agustin Institute
‘lazy’ attitude and the difficulties encountered in current of Technology in Valencia City, Bukidnon. These issues
learning modalities. In the study of Tiboron et al. [24], promote a decrease in their scholastic ratings and result in
procrastination is defined as a set of virtues innate in oneself, failing grades. That is why, the researchers investigated the
so it cannot be avoided. They added that external factors, positive relationship between procrastinating and students’
such as lack of motivation and loss of interest, affect oneself. academic achievement.
It can also be physiological, attributed to poor health and
diet. Procrastination could also result from a lack of While there were several studies related to
academic goals and failure in the past [25]. They expounded procrastination and academic achievement in previous
that a tightly hectic schedule causes stress, poor internet literature, no studies have been conducted as of the COVID-
connectivity, discouragement, and inconvenience, which 19 pandemic, especially among students in Valencia City,
contribute to procrastinating. Most tendencies of Bukidnon. Therefore, the researchers attempted to do one.
procrastinating are found among college students, as revealed
in the studies of Asio [10], Mandap [26], Anuddin [27], and II. METHODS
Morales [28] in which each has found that procrastinating is
a positive or negative influence on academic achievement. A. Research Design
The study utilized a quantitative approach with a
Karmen et al. [29] highlighted the association between descriptive-correlational research design to investigate the
procrastination, academic attitude, and academic relationship between academic procrastination and academic
performance. In this case, procrastination has two domains: achievement among BEED 2 students at the San Agustin
intentional and passive. As the correlation of the test was Institute of Technology. This research design involves
done, the results showed that both domains of procrastination collecting numerical data through surveys and analyzing
were negatively associated with academic performance. They them using statistical methods to identify patterns and
suggest that students who procrastinate more passively correlations between variables [3] [32]. Descriptive research
showed lower academic results. was used to describe the level of academic procrastination
and academic achievement of the respondents while

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correlation was employed to examine the relationship Therefore, all respondents who answered the
between the two (2) variables. questionnaires fully participated voluntarily in the study.
The researchers strictly observed ethical protocols in the
B. Research Local and Participants conduct of the research to ensure that the participants'
The study was conducted at San Agustin Institute of rights were respected. The researchers understand and
Technology (SAIT), Fr. Manlio Caroselli S.J. St., Poblacion, respect the respondents' decisions, including those who
Valencia City, Bukidnon. The school is a private Catholic chose not to participate in the study. Overall, the
institution founded by an Italian missionary priest, Fr. researchers' commitment to ethical standards and respect
Manlio Caroselli S.J., in 1960. The school has elementary, for the respondents' rights helped to ensure the credibility
high school, and college departments. The study's sample is and validity of the study's findings. The researchers used
consisted of second-year BEED students who were enrolled plagiarism detection software on the paper to ensure its
at San Agustin Institute of Technology. As reported by the authenticity. Above all, in order to create the best
SAIT Registrar, the total population of the BEED students is ethically-controlled study possible, the researchers applied
90, included in the final dataset. The sampling procedure all ethical guidelines during the conduct of research.
employed in this study was complete enumeration or cen sus .
survey method, which involves gathering data from the entire III. RESULTS
population rather than selecting a sample. In other words, all
BEED students had the opportunity to participate in the A. Level of Academic Procrastination
study, following the principles outlined by the OECD (2008). Table 1 presents the academic procrastination of the
respondents with an overall mean of 3.25 (SD=0.65),
C. Research Insturments described as “neutral,” and interpreted as “moderate.” It must
The questionnaire used in this study was adapted from be noted that the item statement, “When working on
the study of Asio [10] entitled, “The Relationship between schoolwork, I usually get distracted by other things,”
Academic Procrastination and Academic Performance of obtained the highest mean of 3.75 (SD=1.00), described as
Freshmen Students from a Teacher Education Institution.” “agree,” and interpreted as “high.” Meanwhile, the item
This questionnaire aims to measure the students’ academic statement, “I know I should work on schoolwork, but I just
procrastination level. Meanwhile, the academic do not do it,” got the lowest mean of 3.03 (SD=1.16),
achievement is the grade weighted average (GWA) of the described as “neutral,” and interpreted as “moderate.”
respondents taken from the Registrar’s office. Following
the proposal defense, the questionnaire underwent
validation and reliability testing. The findings indicated
that the questionnaire was highly reliable, with a
Cronbach's alpha coefficient of .949. This high reliability
score suggests that the questionnaire consistently measures
the intended constructs accurately, and the data collected
from it, is dependable.

D. Ethical Consideration
The researchers in this study always prioritized respect
for the respondents and wholeheartedly accepted it if
respondents declined to answer the survey. The privacy
and confidentiality of the respondents' personal
information were observed by the researchers throughout
the study. Before the research was conducted, the
researchers sought permission from the Dean of College
and the Head of the education program, as well as the
respondents’ consent. To ensure that the respondents fully
understood the study's objectives and potential risks, the
researchers provided them with detailed information.
Respondents who declined to participate in the study were
not forced to do so.

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Table 1: Level of Academic Procrastination

B. Level Academic Achievement C. Correlation Analysis Academic Procrastination and

Table 2 presents the level of academic achievement of Academic Achievement.
BEED 2 students of San Agustin Institute of Technology Table 3 presents the correlation analysis between the
with an overall mean of 1.46 (SD=0.26), described as “very independent and dependent variables of the study. The result
good.” Furthermore, 35 or 58.3 % of the students have a revealed that there was no significant relationship between
grade of 1.1 to 1.5, described as “very good.” On the other academic procrastination and academic achievement as
hand, 23 or 38.3 % of the students attain a grade of 1.6 to indicated by r=0.204 and p=0.117. The finding means that
2.0, which means “good.” Lastly, the result reveals that none academic procrastination has nothing to do with academic
of the students got excellent or failing grade. achievement of the students. Therefore, the null hypothesis
that states, “There is no significant relationship between
Table 2: Level of Academic Achievement academic procrastination and academic achievement of
BEED 2 students,” is accepted.

Table 3: Correlation Analysis between Academic

Procrastination and Academic Achievement

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IV. DISCUSSION AND PRACTICAL [10], which suggests that academic procrastination can have
IMPLICATION a negative impact on students’ academic performance. It is
important to note, however, that the current study's sample
A. Academic Procrastination prevalence assessment of this incident revealed some
significant results in other areas. The present result agrees
The findings of the study indicate that the respondents with the findings of Janseen [30], who discovered an
perceived a moderate level of academic procrastination. insignificant relationship between academic procrastination
Specifically, the results revealed that most of the and academic achievement among undergraduate students.
respondents reported experiencing difficulties in The finding likewise concurs with the result of Johal [31],
concentration and were easily distracted by engaging in who likewise testified to the existence of an insignificant
leisure activities such as going out with friends, attending association between procrastination and academic
irrelevant events, and gaming. As a consequence, some of achievement. These authors explain that procrastination may
the respondents almost forgot about the deadlines of their not link to academic achievement since academic
academic requirements. The study also revealed that many achievement is multifaceted that cannot be measured just by
of the respondents perceived that academic requirements one factor. Both authors further suggested that in the context
were still too far in the future, leading them to believe that of the study, academic achievement is not dependent on the
they still had ample time to complete their work. As a students’ procrastination behavior but possibly on some other
result, they tended to procrastinate, leading to a tendency to factors such as parental influence, financial struggle,
forget about the deadlines set. Furthermore, the results motivation, and others.
showed that many respondents agreed that they sometimes
experienced "cramming" due to wasting a lot of time on V. CONCLUSION AND RECOMMENDATION
unnecessary things.
The present study showed that although many students
Thus, these perceived attitudes and behaviors concurred experienced moderate levels of academic procrastination,
with the proposition of several authors [7][8][9][10] who they were still able to perform very well in their studies and
posited that students with moderate to a high level of achieve good grades. Furthermore, the study found no
procrastination are related to a lack of self-regulation, time significant relationship between academic procrastination
management problems, and behavioral problem such as and academic achievement, indicating that academic
failure in completing their task efficiently, frequent procrastination may not necessarily impact students’
cramming and avoiding difficult or anxiety-evoking tasks. academic achievement.

B. Academic Achievement. Thus, the result of the study invalidates the Attribution
The finding reveals that the academic achievement level Theory, as developed by Weiner in 1985 [36]. This theory is
of the second-year BEED students at San Augustin Institute a psychological framework that explores how individuals
of Technology is good. Most students displayed very good interpret and explain the causes of events, behaviors, and
academic performance, demonstrated strong abilities, outcomes. It focuses on how people attribute success or
perspectives, perseverance, diligence, and a goal of achieving failure to specific factors, which can influence their
high grades. These tools are important in having good motivation, emotions, and subsequent behavior. In the
performances in their studies which are agreed by experts context of the relationship between academic procrastination
[33][34]. Academic achievement is the level of learning and and academic achievement, attribution theory can shed light
knowledge gained by the students, which is assessed through on how individuals explain their procrastination tendencies
the marks/score of a teacher and/or educational goals set by and how it affects their academic achievement. The theory
students and teachers to achieve over a specific period of suggests that when students attribute success, which can be
time. Also, the ability of students to get high academic scores related to academic achievement, such as believing they have
is due to their focus on the teaching environment, interest, control over their outcomes (e.g., time management and goal
and motivation. Arshad, Zaidi, and Mahmood [35] also setting) and are more motivated to engage in tasks promptly
indicated that the academic score measures the outcome of (e.g., actively participate in class discussions, take on
education. The definitions provided by the authors show that challenging assignments, persist in the face of difficulties,
the meaning of academic grade is the result or measure of the and exhibit a proactive approach to their studies), they
students’ ability and success in various academic subjects. exhibit lower level of procrastination. Similarly, students
who attribute failures, such as lack of ability or effort,
C. Siginficant Relationship between Academic experience feelings of incompetence or helplessness and
Procrastination and Academic Acheivement having difficulties to succeed specific task or situation may
The correlation analysis revealed that academic fostering procrastination behavior. However, in this study,
procrastination has no significant relationship with the the results showed that there is no significant association
students' academic achievement. Therefore, the null between the academic procrastination and academic
hypothesis that states, “There is no significant achievement among BEED students. Therefore, the study
relationship between academic procrastination and does not support the theory.
students’ academic achievement,” is accepted. This
finding contrasts with the results of a previous study by Asio

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As for recommendation, the researchers would like to 893-900. Retrieved from https://www.ijisrt
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management skills and offering resources such as automated [5]. Tiboron, G. M. B., Decano, R. S., & Buladaco, M. V.
reminders to help students stay on track. M. (2021). Procrastination attitude of the senior high
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behavior. Then, they can implement appropriate https://www.researchgate.net/ profile/Mark-Van-
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Parents may be informed about the possible impact of [7]. Kuftyak, E. (2022). Procrastination, stress and academic
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