eng Science and Education Publishing American Journal of Educational Research 2327-6150 2023-01-10 11 1 7 11 10.12691/education-11-1-2 EDUCATION20231112 article Ryan Jay B. Gumban ryanjaygumban14@gmail.com 1 Dennis B. Roble 1 University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines Different pedagogies are used in order to meet international standards, where Filipino pupils' performance is subpar. This results in a challenge for teachers to infuse the right strategy, like non-routine problem solving, to enhance students¡¯ problem solving skills for both instruction and behavior improvement. This study demonstrates how offering students flexible time through non-routine, contextualized problems as formative evaluation improves their academic procrastination. This study will examine students' abilities to complete unrestricted, non-routine, contextualized tasks as well as a more intangible aspect like academic procrastination. The level of performance and whether there is a significant difference between students exposed to constrained and unconstrained non-routine contextualized-localized problems as part of formative assessments in terms of academic procrastination were determined using quantitative data collected using a descriptive research design. Although it was found that students' levels of academic procrastination remain unchanged, the numerical increase in the mean is a good thing to keep in mind. It is recommended that mathematics teachers employ unrestricted, non-routine, contextualized problems as formative assessments to gradually raise students' mathematics achievement and reduce academic procrastination. http://pubs.sciepub.com/education/11/1/2/education-11-1-2.pdf unconstrained non-routine problems contextualized-localized problems academic procrastination