Diliman Preparatory School

Meeting deadlines appear to be very stressful among students. They like to work at the very last days to run after the deadline. Cramming like a speedy horse in complying with a given specific task the day or night before. Why? It is a matter of upbringing or behavioral pattern that governs the mentality of a student thinking that he could work or think more intelligently and logically if the time has already been running out. Modern technologies like cell phone, internet, and television catch the attention and focus of the students in terms of doing school work.

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Facebook addiction as a form of leisure and going away from family or environmental problems has been accumulating throughout the daily lives of a number of students. More often than not, students blame their teachers about giving short deadlines and heavy assignments. Failure to meet submission deadlines is one of the causes why students get a low grade. Most teachers give a deduction in the grades if the student does not care with the period within which to prepare the task assigned. STATEMENT OF THE PROBLEM

This study aims to solve these following questions:
1. What are the disadvantages of not passing projects on time?
2. What are the solutions to the problems bought by the disadvantages?
3. How do the students deal with the set deadlines?
4. What are the factors that make high school students of Diliman Preparatory School neglect to meet deadlines?

“High school students of Diliman Preparatory School have difficulties in meeting deadlines because of their personal priorities.”

The goal of this study is to help the faculty members to know and understand why students fail to meet submission deadlines. This thesis will also assist the students to know their weaknesses, to change and deal with difficulties in school especially when submitting projects. It aims to help further related topics conducted by students on their research work. Furthermore, we would like to know what might cause the problem on school work. Likewise, the researchers want to know the possible ways to prevent failure in submission deadlines.

Addiction- to much usage of something
Deadline- the time by which something must be finished or submitted Extra-curricular activites- non-academic activities in school Laziness- declined to work
Peer pressure- social pressure by members of one’s peer group Procrastination- the act of delaying something
Resources- an available means
Time management- setting of priorities in a given time
This study is only covers the reasons why high school students of Diliman Preparatory School fail to meet submission deadlines. Conduction of survey will be done from both honors and non honors classes. Random students will be chosen as a sample to avoid biased results. This will only be limited within the Diliman Preparatory School campus. No other people from different campus can be part of this study. REVIEW OF RELATED LITERATURE

Procrastination or “intentional delay”? By Amy Novotney

Procrastination hinders many graduate students, but sometimes delaying work to plan ahead or take a break can be beneficial. Jenny Cartinella cleans her apartment. Cathy Webber does math puzzles. Matt Kressin checks sports scores, and Carmen Ramirez Walker updates her Facebook page. All of them are psychology students putting off other tasks they’re supposed to be doing. It’s a tough habit to break, particularly these days when the Internet allows students to escape dissertation-writing frustrations with the click of a mouse. A 2007 meta-analysis by University of Calgary psychologist Piers Steel, PhD, reports that 80 percent to 95 percent of college students procrastinate, particularly when it comes to doing their coursework (Psychological Bulletin, Vol. 133, No. 1).

Graduate students may be better than undergrads at fighting off procrastination, but they’re still pretty good at putting things off. In a 1997 survey, University of Denver School of Education professor Kathy Green, PhD, found that procrastination was one of the top reasons doctoral students failed to complete their dissertations (New Directions for Higher Education Vol. 1,997, No. 99). “Procrastination is a natural part of graduate school,” says self-proclaimed postponer Kressin, a clinical psychology student at the School of Professional Psychology at Forest Institute in Springfield, Mo. “It’s so important to learn how to deal with it.” What triggers students to clean out closets or wax the car when it’s time to work on their statistics paper? Usually it’s self-doubt, says procrastination researcher and Carleton University psychology professor Timothy A. Pychyl, PhD.

“As students, you’re always being pushed out of your depths—that’s what learning is,” Pychyl says. Graduate students worry about performing inadequately or fear their success may raise others’ expectations of them, he says. Other students may actually think they get a thrill out of delaying their work and believe they work best under pressure, though that’s not borne out in the experimental data, says DePaul University psychology professor Joseph Ferrari, PhD. Several studies in Steel’s 2007 meta-analysis suggest procrastination is negatively related to overall GPA, final exam scores and assignment grades. “Students seem to remember the one time that maybe waiting until the last minute did pay off with a good grade, but they forget the other nine times when it didn’t,” Ferrari says.

Procrastination can also take a toll on a student’s mental health and well-being. In one 2007 study, Florida State University psychologists Dianne M. Tice, PhD, and Roy F. Baumeister, PhD, examined procrastination among students in a health psychology class. They found that early in the semester, procrastinators reported lower stress and less illness than non-procrastinators, but that late in the term, procrastinators reported higher stress and more illness (Psychological Science, Vol. 8, No. 6).

Educational psychologist Bruce W. Tuckman, PhD, has devoted much of his career to helping procrastinators learn how to get to work. As director and professor of the Ohio State University W.E. Dennis Learning Center, Tuckman teaches a course on learning and motivation strategies that 1,000 students attend each year. The course teaches students psychological principles and theories about achievement, motivation, self-regulation and information processing. Students also complete a questionnaire asking about which of 15 common rationalizations (see sidebar) for procrastination they use most often. They then learn about the most common reasons for procrastination, including a fear of failure, and several actions to take to ensure they meet their deadlines (see sidebar).

In a paper he presented at this year’s American Educational Research Association annual meeting, Tuckman provided evidence that the course may really work: Over seven years, students who took the class ended up with higher grade point averages—typically about 0.5 points higher in the semester after the course. They also reported higher college retention and graduation rates than a control group of matched students who did not take the course. “It really makes a significant difference,” he says. Yet a small subset of researchers proposes that not all procrastination behaviors are harmful or lead to negative outcomes. In a 2005 study in The Journal of Social Psychology (Vol. 145, No. 3), Jin Nam Choi, PhD, a business professor at Seoul National University in South Korea, differentiated between two types of procrastinators: passive procrastinators, who postpone tasks until the last minute because of an inability to act in a timely manner, and active procrastinators, who prefer the time pressure and purposely decide to delay a task but are still able to complete tasks before deadlines and achieve satisfactory outcomes.

Choi and co-author Angela Hsin Chun Chu, a doctoral student at Columbia University, tested the 12-item scale they developed to distinguish the two procrastination types among a group of 230 undergraduates from three Canadian universities. They found that although active procrastinators reported the same level of procrastination as their traditional or passive counterparts, they demonstrated a productive use of time, adaptive coping styles and academic performance outcomes that were nearly identical to—and in some cases even better than—those of non-procrastinators. In a study published in April in the same journal, Choi and McGill University organizational behavior doctoral student Sarah V. Moran developed and validated an expanded measure of active procrastination and confirmed the 2005 findings. “From my own life and findings from these studies, I believe that procrastination characterized by these four effects—outcome satisfaction, preference for pressure, intentional decision and ability to meet deadlines—is beneficial for individual well-being and performance,” Choi says.

But graduate students shouldn’t view this research as a free pass to spend hours on Facebook when they should be developing a bibliography for their thesis, merely because they think they’re doing it purposefully, Pychyl says. He argues that Choi’s research points out the positives of intentional delay, which can be a necessary part of managing daily tasks while pursuing our goals, he says. “Delay and procrastination are not the same things,” Pychyl says. “Let’s not confuse deliberate, thoughtful delay of action with the lack of self-regulatory ability known as procrastination.”

Instruments, Tools and Techniques
We use questionnaire as our survey forms for this study. Random selection of 50 respondents was done in order to get unbiased result. We gather information from the internet in order to find related studies in our research. Data analysis and procedure

The survey forms which are approved by the principal asked the respondents if they like doing projects, how many projects did they usually do in a quarter, what are the reasons why teacher set deadlines, how long is the
submission of project-making prior to submission, what are the reasons why students fail to meet submission deadlines, and what is the possible solution in order to help the students meet submission deadlines. After getting the information needed, we tallied and used the proper formula to interpret the data and make conclusion. Sampling Procedure

We used random as a sampling technique, wherein we chose randomly a subset of individuals from a larger set. Each individual is chosen randomly in every year level by chance. Statistical Treatment

We use percentage method and ranking scale for Statistical method. Manual computation took place because we need to rank the reasons of failure of meeting submission deadlines.

Most of the students don’t like doing projects. Usually they do 4-6 projects in a quarter. It’s good to know that majority of them meet submission deadlines. They think that teacher’s give projects to teach them proper time management. The duration of project making prior to submission deadline is commonly 2 weeks. Many of the respondents ranked laziness as the main reason why students don’t meet deadlines and setting priority is the best way students think in order to submit requirements on time. CONCLUSION

Based on the results of our data, we can conclude that laziness is the main factor why students fail to meet submission deadlines. Laziness may lead to lack of time management, technology addiction, and other factors stated above. Lack of allotted time for project making affects the student’s performance. Having many projects and lack to time may lead to student’s dilemma.

We suggest for the next researchers to have a broad study about the solutions in order to help students meet submission deadlines. For the faculty members and school administrators, we recommend conducting a study or survey among

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