Ryan Jay B. Gumban^1,, Dennis B. Roble¹

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.

unconstrained non-routine problems, contextualized-localized problems, academic procrastination