Academic Procrastination and Learners’ Attitudes: Their Effects on Students’ Performance in Statistics and Probability

Abstract

Most students often experience difficulties in Mathematics, especially in Statistics and Probability, which leads to poor performance. These difficulties are often associated with academic procrastination and learners’ attitudes toward the subject, both of which may affect academic performance. This study investigated the impact of academic procrastination and learners’ attitudes on the academic performance of the students in Statistics and Probability among the 188 Grade 11 senior high school students of the three public secondary schools in the Municipality of Sta. Josefa, Agusan del Sur: Aurora National High School, Sayon National High School, and Sta. Josefa National High School is using the adapted standardized instruments. This study aimed to determine the predictive effect of academic procrastination and learners’ attitudes on students’ performance in Statistics and Probability. The study found that academic procrastination is the only significant predictor of performance in Statistics and Probability. In contrast, although students generally had favorable attitudes toward the subject, these attitudes did not meaningfully predict academic success. Overall, this study concluded that behavioral factors, particularly academic procrastination, have a greater influence on students’ performance than learners’ attitudes. Therefore, interventions focused on time management, self-discipline, and reducing procrastination are recommended to improve students’ academic performance in Statistics and Probability.