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.

Quarantines and virtual learning became necessary as a result of the COVID-19 pandemic. This study investigates the challenges and opportunities in virtual classes; and how they affect the academic goals. There were 150 secondary students from Junior and Senior High School levels of education in the Philippines, who were deliberately selected; and they participated in the quantitative online survey that used a 62-item self-made 4-point Likert scale questionnaire, with 0.81 reliability coefficients. The data were evaluated by means of the percentage, the mean, and the standard deviation. Sex and secondary education levels were used, in order to compare the students’ challenges and opportunities. One-way ANOVA compared the male and female respondents’ perceived challenges and opportunities. The results revealed that junior high-school (JHS) girls highlighted academic satisfaction; while school-life balance, and virtual learning helped as challenges and opportunities. The females found school-life balance, communication (F(1,149)=11.098; F(1,149)=8.430, p<0.01), academic fulfilment, self-directedness, and time-management (F(1,149)=4.224; F(1,149)=4.470; F(1,149)=4.030, p<0.05) more difficult than did the males. Senior high school (SHS) students were less satisfied with the virtual teaching (F(1,149)=14.391, p<0.001), technology use (F(1,149)=7.342, p<0.01), and communication (F(1,149)=3.934, p<0.05) than JHS students. Males were more satisfied with school and teachers’ assistance (F(1,149)=7.482, p<0.01). Some viewed virtual learning more favourably; and they regard themselves as being adaptive; they think the subject matter and learning tasks are interrelated; and they viewed virtual feedback more positively (F(1,149)=6.438; F(1,149)=5.900; F(1,149)=5.183; F(1,149)=4.470, p<0.05). The JHS students reported subject matter and the virtual learning tasks as being interrelated; and they valued virtual feedback, school and teacher support, and the adaptability to change. Challenges and opportunities may serve as the foundation for establishing a more inclusive policy on virtual learning implementation, with school and stakeholders’ cooperation needed to sustain learners’ holistic development.