COVID-19 affected all sectors, including academia, which resulted in an increase in online learning. While education continued through online platforms, various students-related problems arose, including improper time management, procrastination, and fluctuating academic performance. It is in this context that this quantitative study was carried out to determine how time management and procrastination affected students’ performance in science and mathematics during the pandemic. We surveyed 650 Filipino high school students using the Procrastination Assessment Scale-Students and Wayne State University’s Time Management questionnaire with a 0.93 reliability coefficient. The findings revealed that in science and mathematics, female students outperformed males. Eleven 12-year-olds had the highest mean grades in science and mathematics, while 15 16-year-olds had the lowest. Younger respondents (11-14) were more likely to have better time management in than older ones. Further, older respondents (15-18) procrastinate more than younger ones. Time management correlates positively with success in science and mathematics. Achievement in science and mathematics is the highest among students with good time management. Procrastination negatively affects achievement. High school students who procrastinated less fare better in mathematics. With this, the study opens possibilities for teaching older learners in time management to boost their performance. Students across ages should be urged to avoid procrastinating as it negatively affects academic performance. As reinforcement, schools may educate learners on time management and procrastination avoidance through orientations and other platforms.
Due to the pandemic, institutions shifted online and away from in-person classes. Online education implementation and integration require adjustments and pedagogical skills. Overcoming social-distance protocols and ensuring education continues is one side. How students adapt needs more study. Stable internet and devices and hours in front of computers require careful consideration. Using a 4-point Likert scale and a self-made validated questionnaire on factors affecting mental wellness, with a reported internal consistency of 0.73, the present study differentiated mental wellness of respondents in terms of their age and sex through ANOVA, and identified factors affecting mental wellness of 100 online Filipino students, evaluated through percentage, mean, and SD, who participated in this mixed method study, which combined quantitative and qualitative research design. Most disagreed with and viewed online education as more difficult than in-person, which had significant effects on their mental wellness, from losing motivation to work on tasks to feeling less effective in lessons. Some had mental breakdowns, anxiety, and considered dropping out. Online education is a possible solution to continue learning until normalcy returns, but questionable in countries where thousands of households lack a stable internet connection and means to buy online education gadgets. Policymakers must create a positive education landscape considering everyone’s welfare while educators are enjoined to innovate.
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