Impact of Calamity-Induced Class Suspensions and Academic Procrastination as Predictors of Perceived Learning Loss among Filipino Senior High School Students

This study examined the impact of calamity-induced class suspensions and academic procrastination on the perceived learning loss of Senior High School students in selected private schools in Biñan, Laguna, Philippines. Using a descriptive–correlational research design, data were collected from 383 respondents through a validated and pilot-tested survey instrument. Results showed that calamity-induced class suspensions negatively affect instructional continuity, academic momentum, and learning motivation. Academic procrastination was found to be high in terms of delay in starting tasks and time management difficulties. Similarly, perceived learning loss was reported to be high, particularly in terms of difficulty in understanding lessons and retention. Correlation analysis revealed significant relationships among the variables, while regression analysis indicated that class suspensions and academic procrastination significantly predict learning loss, explaining 49.3% of its variance. The findings support the time-on-task and self-regulated learning theories, highlighting the contribution of reduced instructional time and weakened self-regulation in shaping learning outcomes.