Academic procrastination is a common challenge. High school is a critical period where students are introduced to more complex and demanding academic tasks. The transition from middle school to high school may bring about increased academic pressure, and students may struggle to manage their time effectively (Belmonte, 2019). Cramming behavior, often a direct consequence of procrastination, is a phenomenon that has become ingrained in academic culture, their efficacy in promoting long-term retention and understanding in the long run (Chew, 2021). People have diverse learning styles, and understanding these styles can enhance the effectiveness of education and training. One popular framework categorizes learners into four models which include the VARK model (Visual, Auditory, Reading/Writing, Kinesthetic), which adds a dimension for those who prefer reading and writing as their primary mode of learning. The goal of this study was to explore academic procrastination, cramming behavior and learning style of Grade 7 students of Pacita Complex National High School , to probe the relationship between academic procrastination and cramming behavior, academic procrastination and learning style, cramming behavior and learning and examined the predictive ability of academic procrastination and cramming behavior, taken singly or in combination, of respondents’ learning style of Grade 7 students of Pacita Complex National High School. The findings revealed that the over-all weighted mean of 2.39 revealed that the respondents do not procrastinate in terms of academics. On the other hand, an over-all weighted mean of 2.47. Furthermore, the study revealed that the respondents have “less manifested” cramming behavior. In addition, the learning style of the students was Kinesthetic with a total score of 670. Moreover, academic procrastination was not significant to cramming behavior with a p-values .128, .133 and .296 respectively, as well as academic procrastination and learning style was also not significant to learning style with a p-values of .894, .222, .336 and .670 respectively. Also, cramming behavior was not significant to learning style with of .733, .322 and .053 It implied that these predictors were not highly contributors to students learning style. This study is believed to be a beneficial reference to educators, school administrators and students.
