@article{education20231112,
author={{Gumban, Ryan Jay B. and Roble, Dennis B.},
title={Reducing Students¡¯ Academic Procrastination through Unconstrained Non-Routine Contextualized-Localized Problems in Mathematics},
journal={American Journal of Educational Research},
volume={11},
number={1},
pages={7--11},
year={2023},
url={http://pubs.sciepub.com/education/11/1/2},
issn={2327-6150},
abstract={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.},
doi={10.12691/education-11-1-2}
publisher={Science and Education Publishing}
}