ONLINE SELF-MANAGEMENT LEARNING, SELF-DISCIPLINE AND SELF-CONTROL ON STUDENTS’ ACADEMIC PERFORMANCE AMIDST PANDEMIC by : MARITES C. MONTALLANA

e-ISSN: 2582-5208
International Research Journal of Modernization in Engineering Technology and
Science
( Peer-Reviewed, Open Access, Fully Refereed International Journal )
Volume:05/Issue:06/June-2023 Impact Factor- 7.868
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ONLINE SELF-MANAGEMENT LEARNING,
SELF-DISCIPLINE AND SELF-CONTROL ON STUDENTS’
ACADEMIC PERFORMANCE AMIDST PANDEMIC
1MARITES C. MONTALLANA
1Bulacan Agricultural State College
ABSTRACT
This study determined the influence of online self-management learning, self-discipline, and
self-control on the academic performance of public junior high school students in Bustos,
Bulacan during the School Year 2021-2022. With explanatory sequential mixed methods as
research design and 287 students as respondents of the study, findings showed that the
junior high school students almost always managed their online learning in terms of task
strategies, time management, help seeking, and self-evaluation. Meanwhile, the junior high
school students agreed that they have self-discipline in the new normal in terms of study in a
plan and strongly agreed in terms of attention. On the other hand, the junior high school
students are highly proficient in so far as their self-control in the new normal is concerned.
The academic performance of the junior high school students in the new normal was
described as “very satisfactory”. Based on the findings of the study, the following conclusion
was drawn: There is a significant relationship between the junior high school students’ online
self-management learning, self-discipline, self-control and their academic

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performance in the new normal. When the students can properly manage their online
learning with self-discipline and self-control, they would be able to attain higher
grades.
Keywords: online self-management learning,self-discipline and self-control
on students’
CHAPTER I
Introduction
The Philippine educational system nowadays faces new trends in delivering
alternative means of learning to secure everyone’s health and welfare while education
continues amid the novel corona virus disease, otherwise known as COVID-19. This opens the
door to the New Normal mode of education as part of the Basic Education Learning Continuity
Plan (BE-LCP) implemented by the Department of Education in the time of pandemic. It is a
sudden shift that instantly transforms our learners to become more independent with distant
education and online homeschooling. This enables our learners to have more freedom to
finish school learning tasks within the given period, without their school teachers directly
interfering with them. Rather, with their parent-guardians as para teachers to look over them
at home. Nevertheless, managing one’s learning becomes even more imperative and
challenging for students to practice.

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In the face of the continuing health threat while our whole nation is battling against
the pandemic, more and more Filipinos are now thinking otherwise if the Department of
Education (DepEd) advocacy to continue learning despite this national emergency can still
meet to pursue positive results on the basis of student academic achievements. As we rapidly
pace the use of learning modalities while the face-to-face learning is not possible, it is
interesting to note how the Junior High School students handle their online self-
management, self-discipline and self-control to achieve high academic performance at home
to accomplish school-related written works, performance tasks, and improve grade point
average (GPA) at the end of the curriculum year even with limited teacher supervision under
the new normal’s implementing protocols.
The grade point average (GPA) of a student or the amount of time it takes for them to
complete a course of study are both indicators of how well they are doing in school. Students
must put into practice the learning strategies that have been taught to them if they are to be
successful in their academic endeavors. Students will be able to learn more material in less
time than they were previously able to do so, while also developing the necessary expertise
to meet the academic requirements of a college education. In order to achieve academic
success in these fields, students will need to exercise a great deal of the same self-control and
determination that they exercise in other classes as well.
A student's GPA is a good indicator of how well he or she did in school. Internally, it
can be used as an indicator of whether or not a particular educational institution's curriculum
is relevant to society's needs. Effective self-management skills, according to Zimmerman and
Martinez-Pons (1988 in Utami, Azis, Yusuf, Kartika, Wilodati, & Abdullah, 2017) include
setting goals, being an effective problem-solver, thinking positively when confronted with

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academic demands and challenges, using available resources, and resetting goals for future
improvement.
Managing one's own learning is critical to success in any learning situation, be it in
academic subjects, other content areas, or skills such as playing a musical instrument.
Students must be able to follow through on their plans in order to complete assignments,
study for tests, and maintain their concentration in order to be successful in class. It is critical
for adults who want to achieve goals in learning or life, such as learning a new professional
skill or achieving a life goal, to be able to communicate effectively with one

another (Miller, 2016).
As per DepEd Order No. 32, series of 2020 entitled “Guidelines on the Engagement of
Services of Learning Support Aides to Reinforce the Implementation of the Basic Education
Learning Continuity Plan in Time of COVID-19 Pandemic,” Learning Support Aides (LSA)
were to be engaged in all public elementary and secondary schools, including senior high
schools. LSA are qualified individuals hired to collaborate with teachers in order to provide
learning opportunities which promote students’ academic performance and achievement.
This mechanism is rooted from the profiles of the learners and their households as
collected and analyzed by different DepEd schools showcasing the realities and ongoing
discourses as regards the challenges being encountered during distance learning. Looking
into the academic concerns among teachers and learners from Alexis G. Santos National High
School alone showcases how some students found distance learning as demotivating or
uninspiring as it lacks the dynamic present in face to face classes. In addition, survey of local
research presents struggles in managing online classes, discipline, and self-control which
involve some students not being able to accomplish all modules or submitting incomplete
modules because they cannot understand some terms and cannot analyze mathematical
problems because of insufficient examples and limited access for other resource materials.
Lack of focus, distractions, and self-studying are main challenges students have encountered
during online and modular learning (Dangle & Sumaoang, 2020).
LSAs are then engaged to reinforce learning particularly for learners who cannot
manage independent learning, which include those with disabilities and special needs, and
those who may not have household members to facilitate the use of Distance Learning
Delivery Modalities (DLDM). The engagement of LSAs demonstrates the need to develop and
strengthen self-management skills among students.

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Self-management is defined as the capacity to work effectively toward worthwhile
goals while remaining adaptable to setbacks. Not that the first half of this definition refers to
planning and goal-setting behavior, while the second half refers to resilience behavior;
however, both components are intertwined with the process of flexibly pursuing meaningful
personal outcomes. Students who self-report higher levels of behavioral self-management
also self-report higher levels of well-being, resilience, academic performance, and capacity
for change (Utami et al., 2017). They are classified into four categories that reflect the
proactive motivational sequence, which takes into account the consequences of changing
circumstances and varying outcomes such as defining meaningful goals, working toward
meaningful goals, remaining flexible, and facing setbacks (Utami, Azis, Yusuf, Kartika,
Wilodati, & Abdullah, 2017).
Another factor is self-discipline that is a critical component of childhood and
adolescence development. The school environment may have an effect on individual
differences in self-control. School discipline is regarded as a critical aspect of the educational
environment for the development of students' self-control abilities. Students benefit
tremendously from developing self-discipline throughout their lives, but it is especially
beneficial during their academic careers. This can take a variety of forms for students,
including remaining focused on assignments or in class, avoiding distractions during lectures
or study sessions, and adhering to deadlines.
In order to achieve goals, self-discipline is necessary because it provides the following
benefits: the feeling of being in control of your life; the ability to stick to your decisions and
not lose sight of your objectives; the ability to accomplish goals; self-control and inner
strength; and giving you the ability to keep going (Hochman, 2019).

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Additionally, the critical role of self-control in a variety of life outcomes has prompted
a number of studies to investigate its etiological sources. While self-control has biological
roots, existing research indicates that it can also be significantly shaped by the environment
(Willems, Dolan, et al., 2018; Willems et al., 2019 in Li et al, 2020). Numerous studies have
identified the family as the primary context for the development of child and adolescent self-
control. Apart from the family, when children begin formal education, the school is another
critical developmental context.
The majority of scholars agree that the school environment is critical for the
development of self-control. Among the numerous facets of the school environment, school
discipline, defined as school-wide efforts and environmental supports aimed at promoting
students' self-control, may be critical in nurturing students' self-control. In comparison to
classroom management, which encompasses all actions and strategies used by teachers to
address issues related to maintaining order in classrooms, school discipline entails broad,
school-wide efforts and is less reliant on individual teachers than classroom management.
According to scholars, school discipline refers to school practices and policies such as
structure, support, and the teacher-student relationship that affect all school-based activities.
The primary purpose of school discipline is to nurture students' ability to exercise self-
control (Li, Bi, Willems, & Finkenauer, 2020).
The ability to regulate one's emotions, thoughts, and behavior, in particular, has been
found to be a more accurate predictor of success in the classroom than intelligence, talent, or
standardized test scores in several studies. This is due to the fact that strong self-control is
the primary contributor to traits such as perseverance, determination, and grit, all of which

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have been linked to higher levels of academic achievement as well as professional success
(Nwagu et al., 2018).
The terms self-control and self-regulation interchangeably refer to self-regulation
and self-discipline. They all refer to the control of one's behavior based on motivations
related to the individual's own goals or ideals. School achievement is positively associated
with motivation and the ability to control or regulate oneself. Certain aspects of self-directed
learning may contribute to gender disparities in academic achievement (Nwagu, Enebechi, &
Odo, 2018).
The above-mentioned realities prompted the researcher to examine the relationship
of online self-management learning, self-discipline, and self-control on the academic
performance of junior high school students in the new normal.
Statement of the Problem
This study determined the influence of online self-management learning, self-
discipline, and self-control on the academic performance of public junior high school students
in Bustos, Bulacan during the School Year 2021-2022.
Specifically, it sought answers to the following questions:
1. .How may the online self-management learning of the junior high school students be
described in terms of:
1.1. goal setting;

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1.2. task strategies;
1.3. time management;
1.4. help seeking; and
1.5. self-evaluation?
2. How may the self-discipline of the junior high school students in the new normal
be described in terms of:
2.1. study in a plan; and
2.2. attention?
3. How the self-control of the junior high school students in the new normal be
described in terms of:
3.1. general capacity;
3.2. deliberate/non-impulsive action;
3.3. healthy habits; and
3.4. work ethics?
4. How may the academic performance of the junior high school students be described
in terms of their average grade in the third grading period?
5. Is there a significant relationship between the junior high school students’ online
self-management learning, self-discipline, self-control and their academic performance?
6. What are the views and insights of the student respondents with regard to the
importance of online self-management learning, self-discipline, self-control?
7. What program of activities may be crafted based on the findings of the study?

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Hypothesis
The hypothesis that follows was tested in the study:
There is no significant relationship between the junior high school students’ online
self-management learning, self-discipline, and self-control, and their academic performance
in the new normal.
Conceptual Framework
Self-management has always been considered as an essential attribute in achieving
goals in life. Based on the empirical studies conducted by past researchers, it steers toward
the academic success of the learners. Accordingly, self-management is one of five social-
emotional domains of learning identified by the collaboration for academic, social, and
emotional learning (Bandy & Moore, 2010 in Muluk et al., 2021). Scholars suggested that self-
management is the capacity to control one's emotions and consequently behave in socially
acceptable ways. It teaches students how to deal with undesirable outcomes, how to
persevere in the face of obstacles, and how to set goals for maximum achievement. The
academic self-management model encompasses three categories of motivational, behavioral,
and learning and study strategies. These three categories are distinguished by six
components: motivation, learning methods, time management, physical and social

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environment, and performance. Two of the three components of academic self-
management, motivational and behavioral strategies (Muluk, Akmal, Andriana,
Habiburrahim, & Safrul, 2021).
There are three areas of self-management that one should pay attention to in order
to succeed. These areas are motivation, behavior, and learning and study strategies, and they
are all interconnected. Motivation is defined as the ability to motivate oneself, manage to set
goals, define objectives, develop and maintain a high level of motivation in order to
accomplish tasks (Zimmerman & Schunk, 2013 in Muluk et al, 2021). Motivational strategies
are defined as the ability to manage and cope with stress and conflict in a positive manner.
When this strategy is not followed, it is common for people to experience emotional
instability, particularly when things do not turn out as planned. Behavioral strategy, like
motivational strategy, refers to the ability to maintain a positive attitude, exercise self-
control, and manage one's time effectively (Muluk et al, 2021).
In terms of motivational strategies, setting goals and managing emotions and effort
are basic motivational strategies. A motivational strategy is the ability to direct internal
processes so students can pursue and achieve self-determined goals (Muluk, Akmal,
Andriana, Habiburrahim, & Safrul, 2021). Aside from setting goals, students must manage
emotions and efforts to cope with academic and social pressures. Achieving learning goals is
one of the three components of academic self-management skills.
Students are motivated by three factors: personal and sociocultural factors,
classroom environment, and student beliefs. Personal and socio-cultural factors are traits like
attitude and values (Muluk, Akmal, Andriana, Habiburrahim, & Safrul, 2021). Students learn
these values from their personal, family, and cultural experiences. The classroom

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environment often contributes to students' enjoyment of learning. A supportive and positive
classroom environment with pictures, props, and games will encourage students to take
risks, ask questions, and participate in the learning process. Internal factors, such as students'
beliefs and perceptions, also play an important role in improving motivation and thus
achievement.
Like motivational strategies, behavioral strategies include time management and
environmental management. To succeed in school, students must manage their time
effectively and control their physical and social environments. Early evaluation can motivate
behavior. Begin by assessing your behavior, level of activity and involvement, perseverance,
and effort management (Dembo, 2004 in Muluk, et al. 2020).
As surveyed from a local study by Cleofas (2021), improved online student
engagement is correlated with students’ self-care practices which involve students’ ability to
behave and respond according to the learning environment. During pandemic times, issues
on online learning being time-consuming considering the unreliable internet connection in
the country and psychologically exhaustive emerged and addressed through DepEd’s
implementation of online/offline Kumustahan.
Furthermore, self-management is based on time management. Time management is
self-management, organizing oneself to better manage time-consuming activities. Building a
to-do list, overcoming procrastination, and developing time management skills are effective
time management skills. Procrastination reduction and time management require strategies
and management systems which are crucial for students to be learned considering that a
previous study by Peteros et.al (2021) found out that procrastination had been moderately

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practiced by students which consequently, had adverse effects on their performance in
school.
In addition, for students to be aware of their time management skills, they must self-
reflect on how they spend time, identify timewasters, and develop effective time management
strategies. Recognizing timewasters is critical to better planning activities and managing
time. Setting a regular study time, making a to-do list, a weekly priority schedule, etc. Time
management skills are important in many fields, including education. Time management is
the effort to use time as a resource to achieve goals efficiently (Cemalolu & Filiz, 2010 in
Muluk et al., 2020).
Self-management also includes “the ability to restructure or modify one's physical
and social environment to learn more effectively” (Dembo, 2004 in Muluk, Akmal, Andriana,
Habiburrahim, & Safrul, 2021). Thus, it is critical to understand how environmental and social
factors affect the learning process and how to change one's environment. It means that one
can change one's environment to suit one's needs. The ability to adapt to one's surroundings
and take appropriate steps to benefit from the situation is crucial for academic success, as
well as other areas. It means that even if the best learning environment cannot be achieved,
one can adapt or modify one's behavior to suit the physical environment (Muluk, Akmal,
Andriana, Habiburrahim, & Safrul, 2021).
Like the physical environment, the social environment is vital. Zimmerman and
Risemberg (1997 in Muluk, Akmal, Anriana et al., 2021) state that self-management of the
social environment includes knowing when to work alone, with others, or seek help from
instructors, tutors, peers, and nonsocial sources such as a reference book, additional

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textbooks, or the Internet. Self-management skills include knowing when and how to
collaborate with others.
Being open-minded and accepting of the physical and social learning environment in
the new normal, like the constraints brought by limited interaction with teachers and
classmates for academic support, and lack of opportunities for various learning experiences,
is found out to be a students’ pivotal step in order to adapt (Sobrevinas et.al, 2021).
On the other hand, the school has a vested interest in maintaining discipline and
providing an organized and safe environment in which students can develop their ability to
manage their own behavior in order to make choices that assist them in achieving self-
defined goals and improving academic (Li, Bi, Willems, & Finkenauer, 2020).
School authorities' approaches to managing their students' behavior have varied
widely, ranging from strict and demanding behavioral conformity to autonomy and
independent decision making. Scholars have applied structure and support to the school
context after identifying them as two effective parenting practices. Numerous studies have
demonstrated that structure and support are two critical components of school discipline
that facilitate students' academic and social-emotional functioning (Gregory & Cornell, 2009;
Gregory et al., 2010; Jia et al., 2016; Konold et al., 2014 in Li et al., 2020).
In order to be well-behaved students at school, students must not use distracting
devices at the time of study, make thorough notes, keep their calendar up to date, and review
deadlines on a regular basis. Additionally, students should create a comfortable study space
at home and make friends at school, but understand when it is appropriate to socialize and
when it is appropriate to study. Learning self-discipline is a skill that can be developed and

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learned in order to increase your chances of success as a student, despite the fact that it is not
natural to everyone (Hochman, 2019).
Makewa and Ngila (2019) established that students' self-discipline and emotional
intelligence were rated on the average. Although the means by which female students
demonstrate self-discipline and emotional intelligence have been documented. Although the
difference in values between female and male students was statistically insignificant, there is
a significant difference in levels of emotional intelligence between the classes attended by the
respondents and their experiences in secondary schools. The level of discipline demonstrated
by students was found to be positively related to their emotional intelligence (Ngila &
Makewa, 2019).
Emotional intelligence and self-discipline are critical factors in academic achievement
effectiveness. The developmental sequence enables the child to acquire a more favorable
educational position and concept, which contributes to career maturation (Chohan & Khan,
2010 in Hidayah, 2021). Self-regulation and persuasion have the potential to produce a
variety of provocative and beneficial effects on knowledge. Individuals whose self-control
had been depleted were more likely to have their doors opened for them than individuals
whose self-control had not been depleted. The capacity of the self to exercise and control
itself, make decisions, initiate and carry out other volitional acts is a critical task (Ngila &
Makewa, 2019). Self-discipline is critical for achieving goals. Discipline has a moderately
positive relationship and accounts for differences in academic performance between classes
(Simba, Agak & Kabuka, 2016).
Students express the belief that they can overcome their limitations by maintaining
consciousness and motivation. A student-centered strategy for improving communication

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with students and the proper way to challenge them to develop self-awareness. Willingness
to reduce the negative discrepancy created by self-direction frequently results in a
willingness to be impeached through altruistic behavior (Ngila, & Makewa, 2019).
As students progress through elementary, middle, and high school, the work becomes
more difficult, and the demands on them to be self-sufficient become more intense. Adults
are expected to provide less supervision and assistance, and students are expected to work
independently more often. High school assignments take longer to complete, and exams
require more time to prepare for than they did in elementary school.
Henceforth, the terms self-control and self-regulation interchangeably refer to the
control of one's behavior based on motivations related to the individual's own goals or ideals
(Hidayah, 2021). School performance is positively associated with motivation and the ability
to control or regulate oneself. Self-control is a psychological trait that is associated with
morality indeed, is the most critical aspect of morality as it governs behavior.
Tangney et al. (2004 in Hidayah, 2021) demonstrated that individuals with a high
degree of self-control have higher values and are more difficult to try, which is another
characteristic of moral identity. Self-control activities are beneficial for assisting students in
developing an understanding of morality, which will greatly benefit them in their future lives.
In general, research has only examined a portion of morality, leaving this complex
phenomenon poorly described (Hidayah, 2021).
Self-control is a term that refers to an individual's capacity to control their actions
and responses. It obliterates an incipient response pattern and replaces it with another, as in
the case of experiences, feelings, coordinating lust, and modifying actions. Self-control can be

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used to rein in negative behavior, which has an indirect connection to morality. (Nwagu,
Enebechi, & Odo, 2018).
A study conducted by Reyes (2021) puts the spotlight on how the nurturing
relationship within the family, school, and community cultivates a person’s controlling
strategies, alongside decision-making and problem solving strategies.
Further, Tangney et al. (2004 in Hidayah, 2021) developed the concept of self-control
and a measure of it based on five characteristics: self-discipline; a proclivity to take deliberate
rather than impulsive actions; healthy habits; self-regulation or a strong work ethic; and
reliability. Ferrari et al., (2009 in Nwagu et al., 2018) investigated self-control by developing
measurement instruments, who believe that self-discipline is a critical component, defined as
the ability to concentrate while performing duties and preventing various disturbances from
impairing concentration. Ferrari et al. (2009 in Nwagu et al., 2018) identified nine items as
self-discipline dimensions, which refer to general patterns of self-discipline behavior and
impulse control. Additionally, they compiled four items for impulse control, which is an
individual's capacity to control his or her responses to spontaneous impulses in order to
accomplish long-term goals.
From the theory, related studies and literature cited, presented and explained above,
the researcher came up with the paradigm that served as guide in the conduct of the study.
Independent Variables Dependent Variable
Students’
Academic Performance
Online Self-Management
Learning
Self-Discipline
Self-Control

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Figure 1. Paradigm of the Study
Figure 1 shows that the independent variables are the online self-management
learning, self-discipline, and self-control in the new normal. These variables were
hypothesized to influence (as implied by the arrowhead) the dependent variable which is the
students’ academic performance in the new normal.
Significance of the Study
This study is beneficial and important in the educational arena. It will help the
educators determine the influence of online self-management learning, self-discipline, and
self-control on the academic performance of junior high school students in the new normal,
and it will ultimately benefit the following:
Junior High School Students. They are the main beneficiaries of the findings of this
study. The results of this study will be of great help for them to develop their online self-
management learning, self-discipline, and self-control and understand its influence on their
academic outcomes in the new normal.

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Parents. The result of this study may also be used in building a strong involvement
of parents as para teachers of the “new normal” by helping their child/ren realize the virtue
of self-management learning, self-discipline, and self-control in the achievement of future
goals.
Teachers. The study is of great importance to teachers because it will generate
knowledge and awareness on the importance of the influence of online self-management
learning, self-discipline, and self-control on the academic performance of junior high school
students in the new normal. Further, the results of the study could serve as a basis to
elementary school teachers to make a program of activities on how to improve and develop
the students’ self-management, self-discipline, and self-control amidst the pandemic.
School Administrators. The findings can make the school administrators the
concrete evidence of the importance self-management, self-discipline, and self-control and
its influence academic performance in the new normal. They can include the variables under
study in their plan of activities on how to develop and improve the students’ self-
management, self-discipline, and self-control amidst the pandemic.
Future Researchers. Results of the study will serve as a reference for researchers
who have the same interests. The researcher ultimately believes that the findings of thisstudy
will help future researchers to fully understand the influence of online self-management
learning, self-discipline, and self-control on the academic performance of junior high school
students in the new normal.
Scope and Limitation of the Study

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This research focused only on the relationship of online self-management learning,
self-discipline, and self-control with the academic performance of junior high school students
in the new normal. The online self-management learning of the junior high school students
was described in terms of goal setting, task strategies, time management, help-seeking, and
self-evaluation. On the other hand, the self-discipline of the junior high school students in the
new normal was described in terms of study in a plan and attention. Furthermore, the self-
control of the junior high school students in the new normal was described in terms of general
capacity, deliberate/non-impulsive action, healthy habits, and work ethics. The academic
performance of junior high school students was described in terms of their average grade in
the third grading period.
The respondents of this study were the selected junior high school students in public
high schools in Bustos, Bulacan. This study was conducted in the 3rd quarter of School Year
2021-2022.
Location of the Study
This study was conducted in public high schools in Bustos, Bulacan. The schools that
were considered as respondents are: (1) Alexis G. Santos NHS in Liciada; (2) Dr. Pablito V.
Mendoza Sr. HS in Malamig; (3) Aguinaldo J. Santos NHS in Tibagan; and (4) Cambaog NHS in
Cambaog, Bustos, Bulacan.

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(Source: https://www.researchgate.net/figure/Stretch-of-the-Angat-River-Network-in-Bustos-Bulacan-where-Samples-were-
retrieved_fig1_341453434)
Figure 2. Map of Bustos, Bulacan

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Definition of Terms
To shed the light in understanding, the following operational definitions were hereby
presented.
Academic Performance. This refers to the junior high school students’ average grade
in the third grading period of the SY 2021 to 2022.
Attention. This refers to the junior high school students’ ability to deal with their
academic tasks depending on their importance.
Deliberate/Non-Impulsive Action. This refers to the junior high school students’
ability to do something on purpose that is planned beforehand.
General Capacity. This refers to the junior high school students’ ability to accomplish
their academic tasks alone.
Goal Setting. This refers to the junior high school students’ ability to thoroughly
contemplate of what they want to do and finishes with a lot of hard work to actually
accomplish it.
Healthy Habits. These refers to the junior high school students’ daily activities that
improve their physical, mental, and emotional well-being.
Help-Seeking. This refers to the junior high school students’ action of actively seeking
help from health care services or trusted members of the community, which includes
understanding, guidance, treatment, and general support.

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Self-Control. This refers to the junior high school students’ ability to control their
emotions and desires or the expression especially in difficult situations.
Self-Discipline. This refers to the junior high school students’ ability to control
emotions and overcome flaws.
Self-Evaluation. This refers to the junior high school students’ ability to observe,
analyze, and value their own professional actions and outcomes in order to stabilize or
improve them.
Self-Management Learning. This refers to the junior high school students’ ability to
consciously and productively govern their behaviors, thoughts, and emotions.
Study in a Plan. This refers to the junior high school students’ ability to study
according to a schedule they have set themselves.
Task Strategies. These refer to the junior high school students’ ability to create a
thorough work plan that outlines the direction and scope of tasks over a long period of time.
Time Management. This refers to the junior high school students’ ability to use time
effectively and productively.
Work Ethics. This refers to the junior high school students’ principles in doing
academic related tasks.

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CHAPTER II
METHODOLOGY
The information about the research and sampling procedures utilized by the
researcher was provided in this chapter. The research design that was employed, as well as
the data gathering techniques, and data analysis scheme were also discussed in this chapter.
Research Design

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The explanatory sequential mixed methods methodology was used in this study to
determine the influence of online self-management learning, self-discipline, and self-control
on the academic performance of junior high school students. This method includes
quantitative and qualitative data collection phases. Typically, quantitative findings inform
participant selection and question formulation in the qualitative phase. This technique relies
on qualitative data to explain early quantitative results; thus, it is critical to link quantitative
and qualitative data collection. Occasionally, qualitative interviews were conducted following
the collection of survey data to assist in explaining ambiguous, contradictory, or unusual
survey responses. The data collection process was divided into two stages: quantitative and
qualitative sampling. That was, deciding which quantitative findings to track and which
interviewees to contact. It is founded on quantifiable outputs.
Additionally, it is unclear whether the quantitative sample should be included in the
qualitative sample. The answer is Yes, as the design intended to delve deeper into the
quantitative results. A strength of this design is the qualitative follow-up necessary to explain
the mechanism (Creswell & Creswell, 2018).
This strategy conducted separate analyses of quantitative and qualitative data. The
researcher then connected the two databases using quantitative and qualitative data
comparisons. This was demonstrated through a sequential design where quantitative data
aided in the follow-up of qualitative data. The quantitative data were used to help shape the
sampling technique and qualitative questions for the second phase. This was a free-flowing
inquiry. Each database complemented the other in this way, and data collection spread out
over time.

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Data Gathering Techniques
Prior to initiating the data collection process for the study, the researcher obtained
permission from the Superintendent of the Schools Division of Bulacan to conduct this study
in public secondary high schools in Bustos, Bulacan. Upon receiving authorization to conduct
the study, the researcher started developing an online platform that enabled her to
communicate with the participants remotely with proper coordination with the Bustos
District Supervisor of Bulacan and the public secondary school principals. Specifically, the
researcher crafted a Google Form to instantly send and collect survey data from the target
respondents. Also, the researcher used social media platforms such as Facebook or email to
interview respondents in compliance to the health protocols.
This study collected data in two categories: quantitative and qualitative. Quantitative
data were collected using closed-ended questionnaires. On the other hand, qualitative data
were gathered through semi-structured interviews. Through a face-to-face

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interview following the health and safety protocols amidst COVID-19 pandemic, the researcher asked
open-ended questions that she had developed in conjunction with the issues raised in the previous
chapter.
In the quantitative data gathering, the questionnaire utilized was composed of three parts.
Part I was the Online Self-Management Learning Questionnaire which was adapted from Barnard-
Brak (2010). On the other hand, Part II (Academic Self -Discipline Questionnaire) was adapted from
Maltby, Day, & Macaskill (2010). Meanwhile, Part III of the questionnaire was the Self-Control
Questionnaire, which was adapted from Inzlicht, Schmeichel & Macrae (2014). These questionnaires
were modified in order to suit or fit with the current situation of education in the country nowadays.
Sampling Procedures
This study utilized purposive sampling in choosing the respondents of this research.
According to Miles and Huberman (2004), the purposive sampling technique, also called as judgment
sampling, deliberately chooses participants due to the qualities they possess. It is a nonrandom
technique that does not need underlying theories or a set number of participants.
Following the sequential research design, the researcher analyzes quantitative data as they
were gathered first to be used in determining the participants who may enrich the were willing to
provide the information by virtue of their knowledge or experience.

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The researcher decided to use the Grade 10 students as a subject of the study because she
firmly believes that she can obtain more reliable responses from this group.
Since the population was too big (1435), the researcher opted to use only 20 percent of the
population. According to Gay & Diehl (1992), generally the number of respondents acceptable for a
study depends upon the type of research involved - descriptive, correlational or experimental. For
descriptive research the sample should be 10% of the population. In correlational research at least
30 subjects are required to establish a relationship. For experimental research, 30 subjects per group
is often cited as the minimum.
Table 1. Respondents of the Study
School
Student (N) Student (n)
Total
Male Female Male Female
1. Alexis G. Santos NHS 278 290 56 58 114
2. Dr. Pablito V. Mendoza Sr. HS 134 123 27 25 51
3. Aguinaldo J. Santos NHS 174 194 35 39 74
4. Cambaog NHS 122 120 24 24 48
Total 708 727 142 145 287
For the qualitative part, 2 respondents per school were selected at random. The chosen
students were subjected to a semi-structured interview.

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Data Analysis Scheme
After collecting all the questionnaires, these were organized, tallied, tabulated, and analyzed
using some statistical tools.
Descriptive statistics such as range, mean and standard deviation were computed to describe
the students’ academic performance in the new normal.
Weighted means were computed to describe the students’ self-management learning, self-
discipline and self-control amidst pandemics.
Correlation analysis was performed to determine if a significant relationship existed between
the students’ self-management learning, self-discipline and self-control amidst pandemics and their
academic performance in the new normal.
For the gathered qualitative data, narrative analysis was utilized to determine presence,
meanings, and relationships of the stories and realities communicated or narrated by the participants
which are relevant or highly important in analyzing quantitative data. Narrative analysis enriches
research through presentations and interpretations of people’s meaningful experiences. As a method,
it capitalizes on particularity and specificity as informants are chosen on the basis of their knowledge
and experience relevant to what was being studied (Bamberg, 2020)

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CHAPTER III
RESULTS AND DISCUSSIONS
This chapter deals with the presentation, analysis and interpretation of the data collected and
the results of the statistical treatment employed in the study with the purpose of determining the
influence of online self-management learning, self-discipline, and self-control on the academic
performance of public junior high school students.
The Online Self-Management Learning of the Junior High School Students
Self-management learning allows students to build their self-confidence as they rely more on
their personal skills instead of external factors. This type of learning has become even more
prominent in the new normal of education as students capitalize on the use of online resources due
to lesser face-to-face interactions with teachers and peers.
The assessment of the junior high school students’ online self-management learning in terms
of goal setting, task strategies, time management, help seeking, and self-evaluation are presented in
Tables 2 to 6.

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Goal Setting
Goal setting helps students to know their direction for learning. However, aside from setting
goals, students should be able to implement these goals correctly for positive learning to be more
impactful.
Table 2 presents the assessment of the Junior High School students’ online self-management
learning in terms of goal-setting with an overall mean of 4.09 which possesses a verbal description
of “Frequently.”
Table 2. Online Self-Management Learning of the Junior
High School Students in terms of Goal Setting
Item Statement
In this new normal…
Responses = 287
Mean VD
5 4 3 2 1
1. I set standards for my modules.
16
7
64 21 21 14 4.22 AA
2. I set short-term (daily or weekly) goals
as well as long-term goals (monthly or
for the semester).
14
9
58 39 25 16 4.04 F

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3. I keep a high standard for my learning
in my online subjects.
14
3
71 43 22 8 4.11 F
4. I set goals to help me manage studying
time for my online lessons.
13
9
69 52 21 6 4.09 F
5. I state clearly and explicitly what the
problem is.
12
8
69 61 18 11 3.99 F
Overall Mean 4.09 F
Legend:
Scale Verbal Description
4.21 – 5.00 Almost Always (AA)
3.41 – 4.20 Frequently (F)
2.61 – 3.40 Sometimes (ST)
1.81 – 2.60 Seldom (S)
1.00 – 1.80 Almost Never (AN)
It is noteworthy that the item “In this new normal, I set standards for my modules” received
the highest mean of 4.22 and a verbal description of “Almost Always” while the item “In this new
normal, I state clearly and explicitly what the problem is” received the lowest mean of 3.99 and a
verbal description of “Frequently.”
This finding implies that junior high school students create personal standards in
accomplishing modules. Thereby, provides them with direction and framework in the preparation,
development and completion of school learning tasks and outputs.

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In accordance with this, Roberto and Madrigal (2020) emphasize teachers’ role in teaching
standards among students which consequently, affect their learning outcomes. Teachers’
effectiveness is determined in their ability to set or produce a common point of reference to where
the standards of teaching and learning are anchored.
During the conducted interview, the student respondents answered “Losing interest in
studying is normal and is being experienced by most students from time to time. The only way to
motivate oneself is to think of a goal which is to graduate,” “Setting and achieving short-term goals helps
most students stay focused in studying”. Further, when students are hands-on with their learning, they
will know not only the strengths but more importantly the weaknesses in order to adjust goals,
attitudes and habits toward learning.
Hence, setting one's own standards is indicative of one’s self-awareness or inward attention.
This further showcases how students compare their present state with a relevant standard in order
to come up with a set of standards customized to their learning goals and capabilities (Abun, 2018).
Task Strategies
Task strategies exhibit how students interact with various learning tasks through adapting
their own learning styles, preferences, skills, and techniques in a way for them to reach targeted
learning objectives.

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learning in terms of task strategies with an overall mean of 4.28 which possesses a verbal description
of “Almost Always.”
Scrutiny of the data exhibits the item “In this new normal, I try to take more thorough notes
for my online subjects because notes are even more important for learning online than in a regular
classroom” acquired the highest mean of 4.39 and a verbal description of “Almost Always” while the
item “In this new normal, I study in advance for me to shine in the discussions” acquired the lowest
mean of 4.05 and a verbal description of “Frequently.”
Table 3. The Online Self-Management Learning of the Junior
High School Students in terms of Task Strategies
Item Statement
Responses = 287
Mean VD
5 4 3 2 1
1. I try to take more thorough notes for
my online subjects because notes are
even more important for learning online
than in a regular classroom.
20
1
38 18 19 11 4.39 AA
2. I read aloud instructional materials
posted online to fight against
distractions.
18
9
47 19 18 14 4.32 AA
3. I prepare my questions before joining
in the chat room and discussion.
19
2
32 32 21 10 4.31 AA

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4. I work extra problems in my online
subjects in addition to the assigned ones
to master the course content.
18
8
42 32 20 5 4.35 AA
5. I study in advance for me to shine in
the discussions.
13
5
72 51 17 12 4.05 F
Overall Mean 4.28 AA
Legend:
1.81 – 2.60 Seldom (S)
This finding implies that Junior high school students employ strategies to regulate their own
learning. The fact on how tasks that make use of multiple strategies such as selecting, organizing and
useful note-taking techniques engage students in more complex learning opportunities which allows
students to discover how to meet the demands of various types of online learning tasks.
This is further supported by the study conducted by Abun (2018) in utilizing self-regulation
strategies that highlights how students consciously value achieving learning outcomes through
pursuing activities such as accomplishing homework and participating in class discussions during
limited online learning sessions.

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During the conducted interview, student respondents expressed “A strategy most students use
to make sure they understand the lesson correctly is by asking their classmates if they have the same
understanding.. Also, during online sessions or limited face-to-face classes, group activities cultivate new
ideas as were shared by peers” and “Jotting down and memorizing the key words of the lesson to help
remember the most important parts of the lessons” therefore reiterate in the result of the study that
viewpoints from peers enable learners to widen their perspectives and strengthen their knowledge
by marking them down on notes are considered helpful task strategies for learners leading them to
a flattering academic performance even in the time of pandemic.
Time Management
Time management describes how students balance academic activities and extracurricular
activities. Also, students must be able to adopt a routine to accomplish school tasks even with time
constraints.
High School Students in terms of Time Management
Item Statement
Responses = 287
Mean VD
5 4 3 2 1

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1. I allocate extra studying time for my
online subjects because I know it is time-
demanding.
16
8
38 39 23 19 4.09 F
2. I try to schedule the same time every
day or every week to study for my online
subjects, and I observe the schedule.
19
9
56 11 18 3 4.50 AA
3. Although we don’t have to attend daily
classes, I still try to distribute my
studying time evenly across days.
21
1
32 11 21 12 4.43 AA
4. I make a to-do list chart so that I
cannot forget my schedule for the day.
20
3
52 19 8 5 4.53 AA
5. I divide my time accordingly.
22
1
36 15 7 8 4.59 AA
Legend:
1.81 – 2.60 Seldom (S)
learning in terms of time management with an overall mean of 4.43 which possesses a verbal
description of “Almost Always.”
It can be assessed from the data that the item “In this new normal, I divide my time
accordingly” accumulated the highest mean of 4.59 and a verbal description of “Almost Always” while

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the item “In this new normal, I allocate extra studying time for my online subjects because I know it
is time-demanding” accumulated the lowest mean of 4.09 and a verbal description of “Frequently.”
This finding implies that Junior high school students make use of their time
management skills wisely. The fact on how learners divide their time in accordance to their school
tasks manifest how important managing one’s time is in accomplishing commendable learning
outputs.
To improve learner’s academic performance, we should focus on time management which
plays a significant role in learning. If the students want to get through various learning tasks and
excel in the learning endeavor, then he or she should have the ability to utilize time properly.
Henceforth, we may say that managing time is a skill that every learner must have to gain better
academic results.
This is in corroboration with what the study by Cyril (2015) revealed, particularly how time
management is significantly correlated with academic achievement may it be through
preparing a study plan and working on tasks on time and in portions.
During the conducted interview, the student respondents shared “Most
students have encountered a lot of problems when the transition to blended learning happened
especially in teaching oneself how to accomplish tasks before the due date. However, as time goes by,
students learned how to manage time wisely, “When frustrated with school activities, most students
give time to do the things they enjoy like scrolling through Facebook or watching TV series in order to

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create balance,” and “Facebook and Youtube that disrupt learners’ focus in doing school tasks which
results to not being able to comply in the submission of activities on the due date, and eventually
leads to an overload of tasks because of backlogs.
Help Seeking
Academic help-seeking occurs when students’ skills and knowledge do not complement the
academic demands. When faced with challenges in academic activities, they look out for possible
advisors to help them address these challenges. These advisors may be their peers, teachers, or
institutionally-based source of academic support like training centers or tutoring centers
(Thomas & Tagler, 2019).
learning in terms of help-seeking with an overall mean of 4.38 which possesses a verbal description
Interpretation of the data showcases the item “In this new normal, I seek help from my
teacher whenever I encountered difficulties in my lessons” obtained the highest mean of 4.57 and a
verbal description of “Almost Always” while the item “In this new normal, I share my problems with

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my classmates online so we know what we are struggling with and how to solve our problems”
obtained the lowest mean of 3.94 and a verbal description of “Frequently.
High School Students in terms of Help Seeking
Item Statement
Responses = 287
Mean VD
5 4 3 2 1
1. I find someone who is knowledgeable
in my lesson so that I can consult with
him or her when I need help.
20
9
38 12 20 8 4.46 AA
2. I share my problems with my
classmates online so we know what we
are struggling with and how to solve our
problems.
12
2
87 33 29 16 3.94 F
3. If needed, I try to meet my classmates
face-to-face.
19
8
46 11 21 11 4.39 AA
4. I am persistent in getting help from the
teacher through e-mail.
19
8
63 17 3 6 4.55 AA
5. I seek help from my teacher whenever
I encountered difficulties in my lessons.
23
1
21 17 5 13 4.57 AA
Legend:

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1.81 – 2.60 Seldom (S)
This finding implies that Junior high school students rely on their teachers for academic
support. The fact that the role of household guardians as para-teachers are part of the teaching and
learning process in the new normal, still school teachers as dependable guides of learning are
primarily looked up to by most learners.
In corroboration with this, teacher support is considered an effective mechanism to
foster positive academic emotions among students as they are found to be positively
correlated. (Lawman & Wilson, 2013 as cited in Lei, Cui, & Chiu, 2018). These emotions include
enjoyment, hope, interest, pride, calmness, contentment, and relief.
During the conducted interview, student respondents pronounced “Oftentimes, the teachers
have limited time to discuss the lessons and make clarifications when members of the class are confused
and are raising queries,”. Nevertheless, “Online learning allows easy communication with teachers
especially for addressing academic concerns”.
Open communication with teacher is essential to know whether the students are performing
or not. As the teacher gives constant feedback as regards academic performance, students strive
harder to improve grades.

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Self-Evaluation
Self-evaluation involves the strategies students utilize to regulate and monitor the process
they implement among themselves in accomplishing tasks, and the outputs which they can
deliver. Effective self-evaluation manifests when students can adjust their capabilities to
deepen learning and improve performance (Andrade, 2019).
learning in terms of self-evaluation with an overall mean of 4.34 which possesses a verbal description
Significantly, the item “In this new normal, I answer exercises in other books to see if I really
understand the lesson” garnered the highest mean of 4.64 and a verbal description of “Almost
Always” while the item “In this new normal, I summarize my learning in online courses to examine
my understanding of what I have learned” garnered the lowest mean of 3.99 and a verbal description
of “Frequently.”
High School Students in terms of Self-Evaluation

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Item Statement
Responses = 287
Mean VD
5 4 3 2 1
1. I summarize my learning in online
courses to examine my understanding of
what I have learned.
15
6
39 48 22 22 3.99 F
2. I ask myself a lot of questions about the
course material when studying for an
online course.
19
6
48 19 14 10 4.41 AA
3. I communicate with my classmates to
find out how I am doing in my online
classes.
18
6
52 21 11 17 4.32 AA
4. I communicate with my classmates to
find out if what I am learning is different
from what they are learning.
16
9
78 15 11 14 4.31 AA
5. I answer exercises in other books to
see if I really understand the lesson.
24
1
18 7 13 8 4.64 AA
Legend:
1.81 – 2.60 Seldom (S)

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This finding implies that Junior high school students challenge themselves through gauging
the extent of their content knowledge. As students become more engaged in independent learning
they are able to construct self -assessment measures. Therefore, self-test taking strategies students
enable them to evaluate themselves more reliably.
This is further supported by McMillan and Hearn (2008) as checking one’s
understanding alongside switching to different learning activities, which account as self-
evaluation strategies, develops one’s metacognitive skills.
During the conducted interview, the student respondents answered, “Keeping
track of school performance showcases students’ desire for high honors or at least satisfactory academic
remarks,” and “All the teachers ask students to keep doing exercises related to the lessons and “They
sent online resources to search for access related activities” which are helpful to increase learners’
knowledge and master learning competencies.
The Self-Discipline of the Junior High School Students in the New Normal

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Students’ self-discipline in the new normal is even more tested particularly on how they
thrive and stay focused in pursuing their education amidst different challenges caused by the COVID-
19 pandemic. Self-discipline describes students’ regulation skills to avoid distractions when studying,
concentrate on instructional tasks, and accomplish such within the set time frame.
The assessment of the junior high school students’ self-discipline in the new normal in terms
of study in a plan and attention are presented in Tables 7 to 8.
Study in a Plan
A study in a plan defines the student’s ability to organize his own learning process by
traversing through learning activities with the limitations of time and disparate circumstances.
Table 7 presents the assessment of the Junior High School students’ self-discipline in the new
normal in terms of study in a plan with an overall mean of 3.98 which possesses a verbal description
of “Agree.”
Notable findings from the data displays the item “In this new normal, I have my own study
timetable” gained the highest mean of 4.46 and a verbal description of “Strongly Agree” while the
item “In this new normal, I do not use my Facebook account while studying even though I desire it
much” gained the lowest mean of 2.54 and a verbal description of “Disagree.

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Table 7. The Self-Discipline of the Junior High School Students
in the New Normal in terms of Study in a Plan
Item Statement
Responses = 287
Mean VD
5 4 3 2 1
1. I wake up the same time everyday.
18
9
29 32 18 19 4.22 SA
2. I do not use my Facebook account
while studying even though I desire it
much.
21 33 112 34 87 2.54 D
3. I have my own study timetable.
20
8
33 27 9 10 4.46 SA
4. I use my study time wisely.
17
8
59 24 19 7 4.33 SA
5. I can refuse to hang around with my
best friend.
20
3
26 26 18 14 4.34 SA
Overall Mean 3.98 A
Legend:
4.21 – 5.00 Strongly Agree (SA)
3.41 – 4.20 Agree (A)
2.61 – 3.40 Moderately Agree (MA)
1.81 – 2.60 Disagree (D)
1.00 – 1.80 Strongly Disagree (SD)

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This finding implies that Junior high school students are independent in planning and
performing their activities through establishing and following a schedule. Accordingly, as learners
are guided with their time schedule, the more they accomplish learning tasks on target time more
effectively and efficiently.
This is anchored to what Tekkol and Demirel (2018) exhibited in their study which
pronounced how students’ self-directed learning which may include constructing their own study
timetable enhances their monitoring skills through learning their own needs and goals, enabling
them to identify which subject areas they are lacking and in need of intervention for increased
academic performance.
During the conducted interview, the majority of the student respondents mentioned that they
make their own study plan for them to avoid doing activities in a rush and submitting mediocre
outputs. Also, most students communicated “Training oneself to follow a schedule to avoid
procrastination and overlapping of school tasks is an essential self-management skill.”
Attention
Attention links the information shared by the teacher to the knowledge that will be processed
by the students.

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Table 8. The Self-Discipline of the Junior High School Students
in the New Normal in terms of Attention
Item Statement
Responses = 287
Mean VD
5 4 3 2 1
1. I am cognitively ready before starting
to study.
19
9
26 33 27 2 4.37 SA
2. I organize my study place where there
are not any distracters.
20
8
38 28 8 5 4.52 SA
3. I know what to study before start
studying.
19
7
43 28 11 8 4.43 SA
4. I know how to study on my own.
15
3
68 27 29 10 4.13 A
5. I sustain attentional focus despite
distractions, boredom, or fatigue.
14
8
36 32 22 49 3.74 MA
Overall Mean 4.24 SA
Legend:
4.21 – 5.00 Strongly Agree (SA)
3.41 – 4.20 Agree (A)
2.61 – 3.40 Moderately Agree (MA)
1.81 – 2.60 Disagree (D)
1.00 – 1.80 Strongly Disagree (SD)

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Table 8 presents the assessment of the Junior High School students’ self-discipline in the new
normal in terms of attention with an overall mean of 4.24 which possesses a verbal description of
“Strongly Agree.”
Data reveals the item “In this new normal, I organize my study place where there are not any
distracters” received the highest mean of 4.52 and a verbal description of “Strongly Agree” while the
item “In this new normal, I sustain attentional focus despite distractions, boredom, or fatigue”
received the lowest mean of 3.74 and a verbal description of “Moderately Agree.”
This finding implies that Junior high school students value an environment conducive to
learning, thus, adopting ways to establish one. This further manifest the fact how learning
environment portray significant role for students to concentrate on their studies enabling them to
fully develop their learning potentials.
In accordance with this, Schimdt (2020) puts emphasis on how a better focus and less strain
on cognitive control are achieved not only through preparing the learning environment but also
through adapting students’ behavior.
Furthermore, Cicekei and Sadik (2019) have stressed on the conscious process of learning.
Considering that students cannot always control their environment, they should practice being
undistracted even when they encounter disturbances not only to develop concentration, but also
metacognition.

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During the conducted interview, student respondents disclosed “Most parents keep track of
their children’s studies through checking on their study plans, particularly when students are spending
most of the time engaged in online media. Also, most teachers mentioned that the young generation of
students tend to have a short attention span, and it is attributed to long exposure to media contents,”
Hence, as inculcated from the abovementioned reality of the study that attention backed up with
learners’ interest are important to achieve effective learning.”
The Self-Control of the Junior High School Students in the New Normal
Students practicing self-control know how to regulate their actions, emotions, and
responses. Upon gauging factors which may affect their learning like the environment, tasks at hand,
and learning distractors, students must showcase their competence to direct oneself and adapt with
varying situations.
The assessment of the junior high school students’ self-control in the new normal in terms of
general capacity, deliberate/non-impulsive action, healthy habits and work ethics are presented in
Tables 9 to 12.
General Capacity

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Students’ general capacity is referred to the ways on how they recognize, absorb, and utilize
knowledge acquired from different learning situations.
Table 9. The Self- Control of the Junior High School Students
in the New Normal in terms of General Capacity
Item Statement
Responses = 287
Mean VD
5 4 3 2 1
1. I have a hard time breaking bad habit.
18
7 46 18 28 8 4.31
HP
2. I never allow myself to lose control
19
9 39 18 6 25 4.33
HP
3. I find it hard to get up in the morning.
13
0 15 68 48 26 3.61
P
4. I am not easily discouraged.
18
9 47 32 11 8 4.39
HP
5. I am self-indulgent at times.
20
5 38 14 18 12 4.41
HP
Overall Mean 4.21 HP
Legend:
4.21 – 5.00 Highly Proficient (HP)
3.41 – 4.20 Proficient (P)
2.61 – 3.40 Moderately Proficient (MP)
1.81 – 2.60 Slightly Proficient (SP)
1.00 – 1.80 Not Proficient (NP)

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Table 9 presents the assessment of the Junior High School students’ self-control in the new
normal in terms of general capacitywith an overall mean of 4.21 which possesses a verbal description
of “Highly Proficient.”
It can be noted that the item “In this new normal, I am self-indulgent at times” obtained the
highest mean of 4.41 and a verbal description of “Highly Proficient” while the item “In this new
normal, I find it hard to get up in the morning” obtained the lowest mean of 3.61 and a verbal
description of “Proficient.”
This finding implies that Junior high school students grant themselves with rewarding and
satisfying activities apart from pursuing academic endeavors. Further, students can set and achieve
high academic performance by way of intrinsic motivation which has a positive impact for learners
to gain good academic performance.
Parallel to this, indulging oneself through rewards is helpful to increase intrinsic motivation,
particularly when the rewards are achieved as products of novel performance instead of the
conventional ones (Selart et.al, 2008).
During the conducted interview, a student respondent admitted the detriments of the new
normal in education they are experiencing as they shared “New normal in education is demotivating
because there is less interaction with peers and teachers” and “Some students do not think they learned

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all the necessary lessons in the modules.” On the other hand, some student respondents are more
positive as they expressed “Considering that there are only limited face-to-face classes, it is important
that students utilize time and energy wisely so as to make sure they are not only physically present but
mentally present as well,” and “When reciting during face-to-face discussions, majority of the students
feel satisfied knowing they understand the lesson well.”
Deliberate/Non-Impulsive Action
Self-control among students is assessed on how they react and respond to unexpected or
unplanned situations. Thinking and acting rationally amidst diverse contexts cultivates students’
skills such as self-regulation skills
Table 10. The Self- Control of the Junior High School Students in the New
Normal in terms of Deliberate/Non-Impulsive Action
Item Statement
Responses = 287
Mean VD
5 4 3 2 1
1. I am described as impulsive.
19
1
36 26 16 18 4.28 HP
2. I get carried away by my feelings.
21
8
19 11 8 31 4.34 HP
3. I do many things on the spur of the
moment.
13
0
15 68 48 26 3.61 P

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4. I’d be better off if I stopped to think
before acting.
16
3
52 38 18 16 4.14 P
5. I lose my temper too easily. 89 45 89 42 22 3.48 P
Overall Mean 3.97 P
Legend:
normal in terms of deliberate/non-impulsive action with an overall mean of 3.97 which possesses a
verbal description of “Proficient.”
It can be evaluated from the data the item “In this new normal, I get carried away by my
feelings” attained the highest mean of 4.34 and a verbal description of “Highly Proficient” while the
item “In this new normal, I lose my temper too easily” attained the lowest mean of 3.48.
This finding implies that Junior high school students may have struggled in controlling their
emotional responses to certain situations. The mere fact that failure will happen if they are unable
to regulate their feelings properly, they will also be unable to accomplish favorable school learning
tasks.

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In the same vein, students’ reflections on their emotions and feelings demonstrate how
affective and cognitive domains of students are interwoven. Being able to acknowledge how students
are easily carried away may help them navigate their feelings in challenging circumstances (Noyes,
Darby, & Leupold, 2015).
During the conducted interview, the student respondents conveyed “Sometimes students feel
anxious and worried that they are not learning enough of the lessons because it is so hard to cope up
with the new normal in education,” and “Parents understand how most students find blended learning
uninspiring at times. They uplift their children’s spirits by telling them not to be harsh on themselves
and take things one step at a time.”
Healthy Habits
Healthy habits include how students concern themselves with proper nutrition, exercising,
getting quality sleep, coping against stress, avoiding drug use and other habits that may negatively
impact their well-being.
normal in terms of healthy habits with an overall mean of 4.47 which possesses a verbal description
of “Highly Proficient.”

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Scrutiny of the data reveals the item “In this new normal, I do certain things that are good for
me” garnered the highest mean of 4.87 and a verbal description of “Highly Proficient” while the item
“In this new normal, I am good at resisting temptation” garnered the lowest mean of 3.67 and a verbal
description of “Proficient.”
in the New Normal in terms of Healthy Habits
Item Statement
Responses = 287
Mean VD
5 4 3 2 1
1. I am good at resisting temptation.
14
1
43 26 21 56 3.67 P
2. I do certain things that are good for me.
26
7
9 6 3 2 4.87 HP
3. I say good things.
21
1
39 28 9 0 4.57 HP
4. I eat healthy foods.
23
2
26 18 6 5 4.65 HP
5. I take vitamins and drink more water.
21
9
38 18 8 4 4.60 HP
Legend:

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This finding implies that Junior high school students are aware of the actions or routines
appropriate and beneficial for their growth and development. Because they knew that practicing
unhealthy lifestyles has adverse effect with their cognitive function and likewise on their academic
performance.
In connection with this, Barroso (2014) affirms the close relationship between academic
performance and good health habits. Therefore, it was emphasized how crucial choosing the right
lifestyle choices is in the development not only of the students’ academic performance, but their
school life in its entirety.
During the conducted interview, the student respondents voiced “Keeping oneself healthy is
the top priority especially during the pandemic,” and “These days a lot of students suffered from mental
health issues, so most students appreciate how their family and teachers remind them to keep the
balance between school and leisure activities,” Thus, in order to have a greater academic performance,
the physical and mental well-being should be taken care of.

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Work Ethics Work
ethics is relevant with persistence and amount of completed tasks. It comprises seven
components which include one’s view of the importance of work, self-reliance, hard work, leisure,
ethics, delay gratification, and wasted time.
in the New Normal in terms of Work Ethics
Item Statement
Responses = 287
Mean VD
5 4 3 2 1
1. I study all my lessons regularly.
25
6
14 8 6 3 4.79 HP
2. I am able to work efficiently towards
long-term goals.
19
8
41 18 11 19 4.35 HP
3. I always submit my modules on time.
14
8 77 29 25 8 4.16
P
4. I accomplish my school work with
pleasure and fun.
15
8
48 39 24 18 4.06 P
5. I can concentrate well on performing
my tasks.
19
9
54 19 13 2 4.52 HP
Legend:

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normal in terms of work ethics with an overall mean of 4.52 which possesses a verbal description of
“Highly Proficient.”
Respondents evaluated the item “In this new normal, I study all my lessons regularly” as
having the highest mean of 4.79 with a verbal description of “Highly Proficient” while the item “In
this new normal, I accomplish my schoolwork with pleasure and fun” as having the lowest mean of
4.06.
This finding implies that Junior high school students follow a set of habits or routine to
achieve academic performance. Learners with good study strategies have stable learning and in turn
have better level of academic performance impact. In other words, students skilled with good study
habits achieved more in terms of academic performance compared to those lacking proper study
routine.
This is further supported by a different study in a Catholic School in Bulacan, Tus (2020)
mentioned students who follow study habits like that of studying all lessons and accomplishing

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schoolwork affirms their willingness to learn and desire to improve on their academic performance.
However, following study habits becomes even more difficult during pandemic times which is why
Koob et.al (2021) emphasized the need to focus on students’ needs, interests, digital literacy in order
to promote their academic resilience.
In addition, Lester et.al (2017) pronounced how teachers are helpful influencers for students
to inculcate routines, rules, and procedures helpful for their performance. It was emphasized that
teachers should manage instead of discipline their classroom, may they be virtual, as accessed
through online learning.
During the conducted interview, most student respondents believe that they have to study
amidst pandemic for them not to be left behind as it will reflect once the full implementation of face-
to-face classes starts. In addition, some students mentioned “Following routines results in tasks being
done in an organized and orderly manner. Also, it gives enough time to review answers and revise them
for improvement.”
The Academic Performance of the Junior High School Students
Table 13 presents the academic outcomes of the public elementary school pupils which was
based on their grades in the second grading period.

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Table 13. Distribution of Respondents when Classified According to Academic Performance
Grade
f
(N=287)
Percent Verbal Description
90 and above 77 26.83 Outstanding (O)
85 – 89 71 24.74 Very Satisfactory (VS)
80 – 84 86 29.97 Satisfactory (S)
75 – 79 53 18.47 Fairly Satisfactory (FS)
74 and below 0 0.00 Did Not Meet Expectations (DNE)
Range 75 – 96
Mean 85.04
Verbal Description Very Satisfactory
Standard Deviation 5.81
It can be noted from the table that 18.47 percent of the respondents obtained grades that
ranged from 75 to 79 (fairly satisfactory). Meanwhile, a larger portion or 29.97 percent of the
students received grades from 80 to 84 (satisfactory); almost one-fourth or 24.74 percent got grades
from 85 to 89 (very satisfactory); and the remaining 26.83 percent yielded grades that ranged from
90 and above (outstanding).
Further perusal of the tabulated data reveals that the grades of the junior high school
students ranged from75 to 96. The mean was recorded at 85.04 (very satisfactory) while the

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standard deviation which measures the spread of the students’ grades from the mean was registered
at 5.81.
These results disclose that 195 respondents received grades that lie within the bracket of 79
to 91. Additionally, findings of the study imply that students have been having their online class for
almost two years, they were able to adjust and adapt to the current settings of education nowadays
which resulted in higher academic performance.
The Relationship between the Junior High School Students’ Online Self-Management Learning,
Self-Discipline, Self-Control and their Academic Performance
In this part of the study, Table 14 reveals the results of the correlation analyses which were
done solely to determine if a significant relationship existed between the junior high school students’
online self-management learning, self-discipline, self-control and their academic performance.
Table 14. Results of the Correlation Analysis on the Relationship
Between the Junior High School Students’ Online Self-Management
Learning, Self-Discipline, and Self-Control, and their Academic
Performance
Item Students’ Academic Performance

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online self-management learning 0.881**
(0.000)
self-discipline 0.652**
(0.000)
self-control 0.587**
(0.000)
Legend: ** = highly significant (p≤0.01)
It can be examined from the table that a highly significant relationship was found between
the junior high school students’ online self-management learning, self-discipline and self-control, and
their academic performance. This highly significant relationship was brought about by the fact that
the computed probability value (p=0.000) for these variables is less than the 0.01 level of
significance. Further examination of the same table shows that a direct relationship existed between
the aforementioned variables as manifested by the positive sign of the computed correlation values
that ranged from 0.587 to 0.881. These results disclose that as the level of students’ online self-
management learning, self-discipline and self-control increases, the level of their academic
performance also increases.
Results of the analyses imply that when the students have the ability to handle their online
learning activities and when they have the ability to pursue what they think is right despite
temptations to abandon it, they will be able to succeed academically.

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In accordance with the present findings, Wang et al., (2022) also found in their study that
online self-management learning showed a significant positive relationship with online academic
performance during COVID-19. These results demonstrated that being ready to study online and
having high emotional competence could make adolescents more resilient toward COVID-19–related
challenges and help them learn more effectively online. This study also highlighted different patterns
of associations among cognitive factors, emotional factors, and online academic performance during
COVID-19 in adolescence and young adulthood.
Furthermore, study on Philippine education landscapes during pandemic times
demonstrates how strong parental guidance enables students to become more disciplined, therefore
more capable in handling and managing independent learning (Relucio, 2019). This is anchored to
DepEd’s implementation of Basic Education Learning Continuity Plan to where the guidelines involve
how learners can manage independent learning not only with capable members of their household
but also with Learning Support Aides (LSA) (DepEd Order No. 32, 2022)
Intervention/Programs of Activities Crafted based on the Result of the Study Online self-
management learning, self-discipline, and self-control significantly affect the academic performance
of the junior high school students. In cognizance thereof, when the students can properly manage
their online learning with self-discipline and self-control, they would be able to attain higher grades.
Therefore, it is essential to sustain and ignite their commitment in order to attain the vision and
mission of the Department of Education.

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Findings of the study reflect students’ challenges in self-management particularly that of
students’ reliance on teachers for academic support, and in controlling how they will react and
respond to varying circumstances. In order to address these challenges, the researcher came up with
the Program of Activities.
Table 15: Proposed Program of Activities based on the Result of the Study
Objective Activity Time Frame
Persons
Involved
Outcome
Determine appropriate
Learning Delivery
Modalities suitable to
the students’ learning
needs and capabilities
Conduct of
learner and
household
profiling as
prescribed by
DepEd Order
No. 32, s. 2020
Beginning
of School
Year 2022-
2023
Students
Parents
Teachers
School
Head
Findings of the
learner and
household profile
may serve as basis
for the request to
hire Learning
Support Aides, and
modify Learning
Delivery
Modalities (LDM)
suitable to the
needs of the
learners
Identify the definition,
importance and effects
of online self-
management learning,
self-discipline, and self-
control on the
Orientation of
Parents,
Students and
Teachers
Beginning
of School
Year 2022-
2023
Students
Parents
Teachers
School
Head
Persons involved
are informed and
made aware of the
importance of
online self-
management

ONLINE SELF-MANAGEMENT LEARNING, SELF-DISCIPLINE AND SELF-CONTROL ON STUDENTS’ ACADEMIC PERFORMANCE AMIDST PANDEMIC by : MARITES C. MONTALLANA

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