Unravelling the Extent of Students’ Procrastination in a State University in the New Educational Landscape

This study sought to: 1) identify the extent to which first-year college students engage in academic procrastination; 2) establish whether these difficulties vary considerably between students’ college departments; and 3) determine whether these issues differ throughout their courses. A descriptive-inferential design was utilized in this research to analyze data from 90 freshmen at Quirino State University-Maddela Campus in the academic year 2021-2022. Research participants filled out the Procrastination Assessment Scale-Students (PASS) and the Reasons for Procrastination. The data showed that: 1) the majority of respondents are from the College of Teacher Education; 2) their academic procrastination is consistent across all college departments; 3) it does not vary by student profile; and 4) the proposed intervention activity is strongly recommended. This study’s significance lies in the fact that it will pave the way for the development of effective pedagogical resources and strategies tailored to this particular learning environment, which will in turn inspire and motivate students to stop procrastinating and start improving their study habits.