STUDY SKILLS, PROCRASTINATION, AND ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS
Keywords:
Study Skills, Academic Procrastination, Academic Performance, Senior High School StudentsAbstract
Senior high school students face many challenges that affect their academic performance. Among them are weak study skills and academic procrastination, which may limit how well students learn and achieve in school. This study assessed the study skills and academic procrastination of Senior High School students of Tukuran Technical-Vocational High School in Tukuran, Zamboanga del Sur, during School Year 2016–2017, and examined their relationship with academic performance. A quantitative, non-experimental descriptive design was used. All 327 enrolled students (198 in the Academic Track and 129 in the Technical-Vocational-Livelihood [TVL] Track) answered a researcher-made questionnaire patterned on the University of Houston–Clear Lake study skills assessment and the Procrastination Assessment Scale for Students; academic performance was measured by the first-semester Mean Percentage Score (MPS). Data were analyzed using frequency, percentage, weighted mean, and the F-statistic at the 0.05 level of significance. Students reported a low overall level of study skills (Academic Track, 2.47; TVL Track, 2.38). Academic Track students reached a high level only in listening and note-taking and in test preparation and test-taking. Academic procrastination was low in the Academic Track (2.47) and high in the TVL Track (2.51), but the difference was not significant (F = 0.300, p = 0.586). Academic Track students (MPS = 81.04, Approaching Proficient) performed significantly better than TVL Track students (MPS = 71.18, Beginner; F = 4.292, p = 0.0164). Time management was the only study skill that differed significantly between tracks (F = 5.158, p = 0.039). Study skills were significantly related to academic performance in both tracks, whereas academic procrastination was not. The results point to the need to strengthen students’ study habits and time management, to reduce procrastination, and to involve teachers, school administrators, and parents in the effort; an action plan is proposed.
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