CHAPTER I
THE PROBLEM
Background of the Study
Procrastination is a widespread phenomenon affecting students across
various educational levels and disciplines. Defined as the intentional delay of
starting or completing tasks despite knowing the negative consequences,
procrastination is particularly prevalent among high school students. This
behavior often results in increased stress, lower quality of work, and diminished
academic performance. Understanding the factors that contribute to
procrastination and its specific impacts on students' academic outcomes is
crucial for developing effective interventions.
At Don Ramon E. Costales Memorial National High School (DRECMNHS),
the Humanities and Social Sciences (HUMSS) strand of Grade 11, particularly
section A, has been observed to exhibit significant levels of procrastination. The
HUMSS curriculum, which encompasses courses like literature, philosophy,
social sciences, and the arts, pushes students to think critically, read extensively,
and work on significant projects. These academic obligations frequently clash
with students' procrastination habits, resulting in poor academic performance.
Previous research has found that procrastinating impairs students' ability to meet
deadlines, create quality work, and make steady academic progress. This study,
conducted within the context of HUMSS 11-A at DRECMNHS, aims to investigate
