Abstract
Academic reforms, while expanding student opportunities and preparing them for higher education, often demand increased time commitment and complex understanding, thus potentially hindering excellence due to competing demands. This descriptive-comparative-correlational study sought to determine the extent of academic procrastination, its level of academic stress, significant differences of academic procrastination and academic stress, and relationships between academic procrastination and academic stress, and the coping strategies used by students in Saint Mary’s University Senior High School. The study utilized both quantitative and qualitative methods. A Likert scale was employed for the quantitative section, while the adapted questionnaire for academic procrastination and researcher-made questionnaire for academic stress, were used for the qualitative component, participated by 273 students from grades 11 and 12. The findings revealed only a little extent of academic procrastination, while the perceived level of academic stress of students was seen as stressed. Academic procrastination when grouped according to grade level and academic standing showed a significant difference, while variables of sex and strand had the opposite result. Academic stress, on the other hand, showed a contradictory result, with sex and strand having a significant difference, while grade level and academic standing showed none. Therefore, the correlation of the two produced no correlation. Additionally, the study identified key coping strategies employed by students to manage these challenges. The results highlight the importance of addressing academic procrastination and stress among senior high school students, suggesting potential interventions and support mechanisms to enhance their academic success and overall well-being.
