Student Attitude and Academic Performance

Abstract Aim: This study explored the relationship between student attitudes, focusing on smartphone use, promptness, and academic performance among the Grade 10 students in the Second District of Eastern Samar. Methodology: This study used a descriptive-correlational design using surveys to determine the relationship between the variables. This study was conducted in the Second District of Eastern Samar, and 349 respondents participated. Results: With a correlation coefficient (r) of 0.068, there is no strong or meaningful connection between the level of students’ smartphone use and their academic performance. However, there is a low correlation between academic procrastination and academic performance, as indicated by the correlation coefficient of (r) 0.384, which suggests that lack of promptness, manifested as academic procrastination, influences students' performance, but other factors also contribute to their academic success or difficulties. Conclusion: The study reveals that while Grade 10 students in Eastern Samar demonstrate satisfactory academic performance despite average to excessive smartphone usage and moderate promptness driven by internal anxieties, it negatively impacts their outcomes. Interventions like time management workshops, counseling, and parental involvement are crucial to mitigate procrastination and optimize academic performance, even though problematic smartphone use did not directly correlate with academic results. Keywords: student attitude, academic performance, smartphone use, promptness, academic procrastination