ABSTRACT
The descriptive-qualitative study was conducted at Cabatuan National Comprehensive High School during the school year 2022-2023. Using an in-depth interview with phenomenology as the research design, it was found out that the experiences of Science learners on academic procrastination as observed by their teachers, where academic procrastination is common to learners, complete the tasks minutes before the set deadlines, ask extensions for deadlines, lack of time to complete the tasks, poor study habits, and lack of focus. It was also discovered that Science teachers’ methods for dealing with academic procrastination in Science students included emphasizing the importance of completing work or tasks done on time, giving enough time, making some adjustments, rewarding and incentivizing students, providing motivational activities, and establishing a support system. During an in-depth discussion with the participants, it was observed that academic procrastination in Science classes manifested as late submission of work, insufficient time, and lack of attention and interest.
Keywords: Academic Procrastination, Science, Learners, Intervention Program
INTRODUCTION
After two years of pandemic experience, students of the new generation see education and the school environment as a major problem and personal dilemma that impacts teachers' daily routines in particular. Furthermore, a few educators think that this epidemic situation is normal and comprehensible.
Academic procrastination, then, is spurred by certain scenarios, including work impediment and depleted task attractiveness, being constrained to learn autonomously, and teachers’ unpleasant characteristics (Klingsieck, 2013). Academic procrastination is connected with variables such as weak learning devotion, unfavorable learning performance, and indifferent learning aim achievement (Tian et al., 2021).
Learners struggle to learn and manage the learning process, and they lack the freedom and maturity to push themselves, particularly when faced with difficult and drawn-out learning tasks (low adversity quotient) (Zacks and Hen, 2018).
Procrastination is the act of deferring tasks until the disastrous event or after the deadline. Procrastination is defined by some academics as a type of self-regulation failure characterized by the illogical postponing of tasks despite possibly negative consequences (Prem et al., 2018).
Procrastination is prevailing among learners and is linked to unadvisable effects such as, low academic achievement, and psychological struggles. Anxiety and depression, according to research, can worsen procrastination; however, the mechanisms linked with the development of procrastination are poorly known.
Furthermore, parents take an important and factual role in instilling study behavior in their children because they are the paramount and most powerful force in boosting and stimulating learning potential by building a consistent habit of studying. Parents should set aside time and monitor study habits in the home that awaken or extend their child's natural interest in the world around them. Allowing children to participate in household chores and other activities at home and at school, will allow them to learn and enjoy the attitude of industry, as well as have the patience to apply the stated attitude to schooling or activities.
Learners’ participation in completing activities on time is important for their future success. Learners who are conscientious, diligent, and do their schoolwork on time have comparatively excellent grades in their respective studies, greater involvement in school’s activities, goodly relationship with friends and family, and a higher degree of motivation in all aspects of life.
As a result, parents and teachers work hand in hand and should both be concerned about their child’s academic progress and timely completion of assignments.
With the results of these observations and in-depth interviews with the Science teachers at Cabatuan National Comprehensive High School, District of Cabatuan-I, Cabatuan, Iloilo the researcher ascertains the difficulties the teachers face in addressing the procrastination of their learners which will serve as the basis for an intervention program.
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