Effect of Academic Stress and Procrastination on Mathematics Performance

Introduction: In academia, students frequently encounter the dilemmas of procrastination and academic stress, especially within challenging disciplines such as mathematics. At Eastern Visayas State University (EVSU), students pursuing a Bachelor of Secondary Education major in Mathematics are confronted with these challenges, which could potentially exert a significant influence on their academic achievements. Objectives: The primary objective of this research was to measure the level of academic stress, procrastination, and mathematics performance among students and investigate the relationship between academic stress, procrastination, and mathematics performance among BSED Mathematics students at Eastern Visayas State University. Methods: A descriptive and correlational design was employed, using a Likert-scale survey questionnaire. The study sample consisted of 110 first to third-year BSED Mathematics students selected through simple random sampling. Statistical Treatment involved descriptive statistics and correlation analysis, utilizing Pearson’s r to test for correlation of variables. Results: Based on the findings of this study, it is evident that BSED Mathematics students experienced high level of academic stress and an average level of academic procrastination. Despite these challenges, their overall performance in mathematics remained relatively high, with the majority achieving a "Very Good" rating. Conclusions: The correlation analyses indicated no significant relationship between academic stress and mathematics performance, nor between academic procrastination and mathematics performance. This further concludes an intervention in managing stress and applying a time management program for students.