Academic Fear Indolence and Procrastinat

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Chapter 1
INTRODUCTION
Education is essential, it was the greatest equalizer of a man condition and
the balance wheel of the social machinery (Gonzales, 2012). It also gives hopes
and opportunities in every individual in the society. It is the foundation of success
as it gives people knowledge, skills, and ethics that is necessary to shape the
world. Through education, people can change the society, can have healthy
livings, fulfill their dreams, and improve their quality of lives.
As covid-19 pandemic took place, face to face classes are not applicable
as the student might be infected by the virus (Sabalo, 2020). As a solution, the
face to face classes are replaced by the flexible learning wherein synchronous,
asynchronous or the combination of those online classes were implemented
(Cervantes, 2020). As a result academic fear, indolence and procrastination can
occur as the students are not in a conducive learning environment and some of
them cannot keep up because of their socio-economic status.
Academic fear, indolence, and procrastination plays a vital role on student’s
academic status. It was a result from a poor self-regulation where students failed
to manage themselves. Furthermore, it can bring negative consequences to a
particular individual. It is also a challenge whereas the students are gambling for
their future career because academic fear, indolence, and procrastination can
issue two possible outcomes, failure or success.

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As the pandemic were continuously affecting the lives of the people, the
Laguna State Polytechnic University- Siniloan Campus (LSPU-SC) conducted the
flexible learning which composed of asynchronous and synchronous online
learning modalities. Since these learning modalities are new in the university, the
researcher ought to reveal the level of academic fear, indolence and
procrastination and its role to level of involvement in flexible learning students
particularly from the College of Teacher Education.
Background of the Study
The Commission on Higher Education has implemented Flexible learning
as an alternative substitute for traditional face-to-face classes to prevent students
from contracting covid-19 amidst pandemic. There are three learning modalities in
flexible learning implemented by CHED and those are asynchronous online,
synchronous online class or the combination of the two online learning and
modular learning. As a result, around 3 million of Filipino students were left behind
because not all of them were capable in online learning and some of the
universities or colleges cannot support the modular learning due to lack of
transportation in delivering printed learning modules in some various areas which
are lack off internet connections especially in the remote areas (Umainal, 2020).
In connection with this, students faced hardship in attending asynchronous
and synchronous online learning due to the expensive nature of the internet and
the accessibility of technology which is essential in the utilization of the said two
online learning modalities (Quimio et al., 2021). As a consequence, students
experienced anxiety, guilt, lack of motivation and stress due to financial problems
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and searching for a part time job in order to sustain their necessities in entering
flexible learning. Furthermore, the idea of getting academically left behind,
however, is a mental and emotional pressure that many students would do
everything to avoid. These can lead to an academic fear, indolence and
procrastination because students may lacking motivation and can be mentally
exhausted in thinking how they will survive with the current form of learning
(Dacanay, 2020).
Academic fear is resulted by being not mentally well-being due to anxiety
and stress. Stress can trigger nervousness and frustrations while anxiety can
cause the feeling of having a fear or tension. These are commonly experienced by
a particular student who no longer knew what to do and how to keep up with the
present form of learning. This happens because students don’t want to face failure
although they faced difficulties in studying. This is the case that is necessary to
deal with because academic fear can lead to more serious mental health problems
such as depression and a worse case of anxiety that can result in permanent
deterioration of mental health (Legg, 2020).
On the other hand, academic indolence is the avoidance of an exertion of
energy and effort to do such a stuff like activities, project and tasks in the field of
academe is also rampant in flexible learning. Lack of motivation and tiredness is
also one of the main factors why indolence exists among students. Motivations
fuels students to do whatever needs to be done in time. If they don’t have
motivation, students will always search for reason why they cannot get things done
and tiredness is the effect of part time jobs that required by the students in order
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to keep up in an online learning which is part of the flexible learning (Tsurugano et
al., 2021).
Lastly, the academic procrastination which is deferred until tomorrow.
Amidst pandemic, students always procrastinates in their responsibilities in
academic because there are things that they need to prioritize rather than those.
Part time jobs, weak internet connections, lack of gadgets and overthinking are the
most common reason why students tends to procrastinate with regards to their
studies. These are the reason why some of them got low grades due to failure to
submit learning activities on time (Delgado, 2021).
Theoretical Framework
The Engagement Learning Theory was anchored in this study. Fear can
affect the level involvement of the learners in a particular learning modality as it
can be their protective mechanism towards danger to their mental health status
such as judgement, embarrassment, rejections, and failure to preserve their self-
worth (Duchesne & McMaugh, 2016). As a result, learners’ involvement in learning
decreases. The said theory also stated that meaningful lessons trigger the
motivation of the learners to get involved in a particular class discussion. Learners
can soak up all sorts of information if they have an interests in a particular subject
and deprive some of information and knowledge if they have no interests on it.
Lack of interest and motivation causes putting less effort to some learning activities
or tasks as learners didn’t possess vitality to deal with it. As it happens the
engagement in learning also decreases (Collie & Martin, 2019).

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Temporal Motivation Theory (TMT) was also considered in the study. It is a
strong theory of motivation that stresses that time is a motivational component. It
emphasized the influence of deadlines on proportioning an individual's
commitment to a particular task. TMT claims that the perceived utility increases as
the deadline of a given task gets closer. The greater the outcome associated with
a goal and the greater an individual's self-efficacy (expectation), the greater a
person's motivation would be.
Motivation is an external and internal force that causes people to strive and
energy to accomplish a certain purpose. Piers Steel and Cornelius J. Konig
proposed this theory and it has four main features: anticipation, value,
impulsiveness, and delay. The possibility of success is hope or self-efficacy. The
state of expectation is also said to be. Value refers to the reward which
corresponds to the performance. Impulsiveness is a person's ability to postpone
such a task. It is also described as doing things without a strategy. Delay refers to
the time period before the payout or time is obtained to know that a task is
necessary. In short, if he or she does not like it or is less motivated to do it, a
person tends to postpone a task. First or foremost, they will undertake certain
things that will really give them pleasure because their motivation during this period
is at a high and as a result, it can highly affects the engagement of the students in
learning (Steel & Konig, 2006).

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Conceptual Framework
This study was conceptualized based on the research paradigm presented
on figure 1 showing the dependent and independent variables. The box on the left
contains the independent variable which are the level of academic fear and
indolence because they can decrease and increase its level without the need of
other variables, while on the right box is the dependent variable which is the
academic procrastination.
Independent Variable Dependent Variable
Academic Fear,
Flexible Learning
Indolence, and
Procrastination
Figure 1 Research Paradigm
Figure 1 shows the relationship of the level of involvement in flexible
learning to academic fear, indolence and procrastination of teacher education
students in Laguna State Polytechnic University- Siniloan Campus (LSPU-SC).
Statement of the Problem
This study aimed to determine the level of academic fear and level of
academic indolence and academic procrastination in flexible learning among
Teacher Education Students at Laguna State Polytechnic University- Siniloan
Campus. Specifically, it sought to answer the following:

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1. What is the level of involvement of the respondents in flexible learning?
2. What is the level of academic fear of the respondents in terms of:
2.1 subjects;
2.2 instructors/professors;
2.3 learning activities; and
2.4 learning outcomes
3. What is the level of academic indolence of the respondents in terms of:
3.1 subjects;
3.2 instructors/ professors;
3.4 learning outcomes?
4. What is the level of academic procrastination of the respondents in terms of:
4.1 subjects;
4.2 instructors/ professors;
4.4 learning outcomes?
5. Is there any significant relationship between the level of involvement in flexible
learning to academic fear, indolence and procrastination?
6. Is there a significant difference between asynchronous and synchronous online
learning in terms of academic fear, indolence, and procrastination?

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Hypotheses
Ho1: There is no significant relationship between the level of involvement in flexible
learning to academic fear, indolence and procrastination of the respondents.
Ho2: There is no significant difference between academic fear, indolence and
procrastination in asynchronous and synchronous online learning.
Significance of the Study
The research study sought to identify the correlational relationship and the
level of involvement in flexible learning to academic fear, indolence and
procrastination among the students that are taking teacher education course. The
result of the study may benefit the following:
Students will benefit with this study as it serves as an avenue of
understanding for them to know what might be the role of academic fear, indolence
and academic procrastination in their academic activities and future achievements.
It will also serve as their guide on how to overcome their academic fear and prevent
their academic indolence and procrastination.
Parents will be guided by this study to monitor their child in order to prevent
the procrastination and be a key to eliminate the academic fear and indolence.
Instructors/Professors will be guided by this study to gather ideas on how
to motivate their students to overcome academic fear and indolence that may
result to an academic procrastination.
Future Researcher can utilize this study as a guide and help them in
conducting research that is related to academic fear, indolence and
procrastination.
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Scope and Limitation
This study focused on the relationship between the level of involvement in
flexible learning to academic fear, indolence and procrastination and the significant
difference between academic fear, indolence and procrastination in asynchronous
and synchronous online learning. The respondents were 240 that enrolled in the
first semester of academic year 2021-2022 which were divided into two: the
participants of synchronous online class and asynchronous online learning which
has 140 each.
Operational Definition of Terms
The words defined below are the terms that utilized in this study.
Academic Fear refers to likelihood of something unwelcome happening in
terms of doing academic tasks.
Academic Indolence refers to unlikelihood or unwillingness of doing
academic task.
Academic Procrastination is the process in which the students postpone the
completion of their activities, projects and assignments.
Achievemephobia is a type of academic fear which refers to fear of success.
Asynchronous Class is a student-centered teaching methodology that is
widely use in online learning whereas the students are engage with their own pace
which means there is no exact time of online class that are set by the teachers in
order for the students to attend.
Atychiphobia is geeky name for fear of failure that is one of the variants of
academic fear.
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Delay refers to postponing, hindering, or causing something to occur more
slowly than usual.
Expectancy is the prospect of success.
Fear of Failure is when we allow the fear to stop us from doing things that
will propel us forward in order to achieve our objectives.
Fear of Success is about anticipating about how other individual will react
to your triumph or victory.
Flexible Learning is a learning methodology whereas students are given
their freedom in how, what, when and where they learn.
Impulsiveness is the sensitivity of a person in doing such a task. Also,
referred to doing thing without a prior plan.
Instructor is a part time teacher that ranking below assistant professor.
Learning Activities is a form of assessment that deployed by a teacher to
determine if their student learn in a particular lesson or topic.
Learning Outcomes are knowledge or skills that should be acquired by a
learner by the end of an assignment, course or a program.
Professor is an educator or teacher possessing a high rank in a college or
university.
Subject is a course of study that is taught in a school, college or university.
Synchronous Online Class is a form of online class which the students with
this modality have online interaction with their teacher. In this modality, the teacher
or instructor usually set an exact time for the students to attend in their class.
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Teacher Education Students are those students who were enrolled in a
teaching education course.
Value refers to a reward that is corresponds to an outcome.

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Chapter 2
REVIEW OF RELATED LITERATURE
Literature Review
A competitive society focused on achievement and success, there is a
possibility of deprivation of failure. Many individuals want to strive for success but
because of judgement from others, it creates fear in doing something that can lead
to a postponement or eventually cancelling a task to prevent an embarrassment
that can cause depression or mental breakdowns (Rothblum, 2010). According to
Tsaousides (2015), fear affects decision making, the action that a certain individual
make, and the outcomes that someone can achieve because it is the most
powerful forces in life. Fear can influence the personality and actions of a person.
On the other hand, the primary role of fear is to protect a human being but it
becomes a significant obstacle that stands between a human and its purposes in
life. The state of being a successful relies to a large extent of knowledge on how
to overcome fear. There is a type of fear that have a direct impact on a potential
success of an individual: fear of failure.
Fear of failure is the emotional, cognitive and behavioral reaction that leads
into negative consequences that will results to a failing of achieving a goal. It is a
negative thinking, the intense worry and the unenthusiastic of taking an action. It
is the imagination of horrible things that could happen if the failure of achieving a
goal takes place. Fear of failure can also cause headaches. The psychology
literature outlines a whole list of hindrances or problems related to atychiphobia (a

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geeky name for fear of failure). Atychiphobia or fear of failure influences the type
of goals or life purposes that a person wants to pursue, the kinds of strategies that
is used to attain them and the level of standards that a certain person set as
indicator of success.
Fear of failure is a different kind of phobia unlike fear of heights or any kinds
of fear that is normally we observe to others. The anxiety around and the
anticipated failure is frequently unclear and it is highly subjective in nature.
Actually, it is not about failure that the students fear, but the negative
consequences that is relatively associated with underachieving that can cause for
them to be judged by the people around them (Haber, 2013). Moreover, behavior,
feelings and motivation of the students can be shaped based on how they judge
their abilities and how they are afraid of failing and students with less self-efficacy
might not reach or achieve their fullest potentials and goals or career aspirations
(Wigfield & Eccles, 2012).
Fear of success is also a type of academic fear that experiencing by the
students. It is also referred to a success anxiety or success phobia. Fear of
success can be confused with fear of failure due to its capability for stopping a
person to reach its fullest potentials. Having a fear in success can cause mix
emotion such as guilt, anxiety and pressure (Rabstejnek, 2015). According to
Babbel (2011), people are afraid of success because of out of excitement to it.
Criticism is also a causal factor why some people are afraid of being successful.
They feel that they didn’t deserve what they had attained and drastically it brings
stress to their mental health status. In addition, Johnson (2020) stated that when
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a person suffered from a fear of success, that person self-sabotage itself and turn
away opportunities that might offer a rewarding experiences and fulfilment of life
desires. To overcome this kind of fear, a person must eliminate fear by cultivating
and understand the importance of digging out the most negative and toxic beliefs
in life.
Indolence is a serious problem of a human being. A person who possessed
indolence able disincline to do such an activity because of the effort involved.
Instead, he or she carry out the activity perfunctorily (Burton, 2014). Indolence may
manifest as procrastination or vacillation. The studies about motivation suggest
that indolence may cause by lack of motivation, which can be also caused by over-
stimulation, excessive impulses or distractions (Wemelsfelder, 2006). It is a habit
rather than a mental health issue. It may indicate a lack of positive affirmation by
others, absence of self-esteem, insufficiency of discipline caused by low self-
confidence, or a deficiency of interest in the activity or belief in its effectiveness
(Seltzer, 2018).
Reyna and Weiner (2011) argue in an educational sense that teachers
typically have more compassion for students who fail due to uncontrollable factors
(low aptitude or external factors), whereas the reverse goes for students who fail
due to factors under their own control (low effort). In research concerning attitudes
towards the unemployed, where a distinction is often made between people who
are "genuinely unable to work" and people who are lazy and should just "get a job,"
an emphasis on the initiative of the person is also evident (Petersenet et al., 2012).
Therefore, if actions that may not conform to what is required of you are due to
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laziness or anything external and/or uncontrollable makes a huge difference. The
trait of laziness can be correlated with less constructive and more aggressive
teacher interventions when the student fails or does not perform as expected
(Reyna & Weiner, 2011).
In terms of academic task, a lazy student can be defined as a student who
has the intellectual ability to excel but never realizes their potential because they
choose not to do the work necessary to maximize their capability. Most teachers
will tell you that they would rather have a group of struggling students who work
hard, than a group of strong students who are lazy (Meador, 2020). Meanwhile,
Olivarez (2015) stated that laziness among college students at their 20’s can bring
massive impact to their future. Laziness can cause low grades to college students,
stress when the doing a certain activity in a last minute, and failure in reaching
academic goal as laziness can be a push factor for a student not to do things that
they need to do.
Plagiarism is an example of academic indolence aside from unwillingness
to do such a stuff. Writing a piece of awesome literature takes time and need an
exertion of effort and energy, a thing that some student didn’t like. It takes a lot of
work for them and inserting great literary work serves a solution for them to easily
submit a certain written task without hesitation (McKnight, 2012).
Aside from plagiarism, cheating is also a part of academic indolence among
the students. Students tend to cheat especially for the quizzes and examination
because they are not motivated to learn, the reason why they didn’t study the day
before the prior said academic assessments. Being lack of motivation can lead to
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loss of energy and effort that can result to the student of having an unwillingness
to do such a stuff like studying or reviewing their past lessons for the upcoming
quizzes or examination (Simmons, 2018).
Academic Procrastination is a delay or postponement of accomplishing
academic tasks that is considered as ineradicable behavior of students that has a
root causes behind. Motivation is one the cause and it is proved that as motivation
for learning decreases the academic procrastination was increases. The usage of
internet is also had a big contribution to a students’ academic procrastination as
they tend to lose control in utilizing the internet and set aside their academic tasks
and activities that is obligatory for continuity. Self-regulation or self-control of the
students is a factor of procrastination in academe. Students who postpone or
procrastinates on their task has a less of self-control (Kandemir, 2014). Students’
ability or capability to do a task was also seen as a cause of their academic
procrastination. If a student is less capable in doing academic tasks, he or she
delays it (Milgram, 2015). Students with a high self-esteem are more prone to
academic procrastination than those students with a lower self-esteem (Tamini et
al., 2013). Fear of failure is also included whereas students procrastinate in their
daily academic tasks due to a mindset that they will not succeed (Mandap, 2016)
and according to (Ozer, 2011) those who had a lower level of procrastination have
a lower level of life satisfaction.
Flexible Learning is a collection of instructional philosophies and programs
associated with providing learners with improved choice, comfort, and
personalization to meet the learner (Shurville et al., 2018). Flexible learning, in fact,
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gives learners options for where, where, and how they learn. According to Harris
(2013), many educators believe that ‘flexible learning' as a paradigm for curriculum
is more suitable than other agreed frameworks where learner demands
necessitate alternative approaches to program implementation. The principle of
versatile learning is widely used in education. On the statement of Ormester
(2013), flexible learning entails the availability of tools, the use of software, and the
provision of support and services to enable more efficient learning. Furthermore,
flexible promotes career development as well as life-long learning. The
concentration on life-long learning is seen as one way to help staff stay updated
about developments in their fields of expertise (Garrick & Jakupec, 2012). Lastly,
flexible learning meets the needs of administrators and policymakers who are
concerned with the effectiveness, performance, and cost-effectiveness of service
delivery. Flexible learning technology has enabled a paradigm change in higher
degree education (Nunan et al., 2011).

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Chapter 3
RESEARCH METHODOLOGY
This chapter presents the methods and statistical techniques that are
utilized by the researcher in conducting a research survey in order to complete this
study.
Research Design
This research utilized a descriptive-correlational method of research that
describes the relationship of two or more variables or that seek to determine the
relationship between various variables and give static images of situations. It
determined the level of involvement in flexible learning to academic fear, level of
academic indolence and academic procrastination in flexible among Teacher
Education Students at Laguna State Polytechnic University – Siniloan Campus
(LSPU-SC).
Sampling Technique
The study determined the level of involvement in flexible learning and its
relationship to academic fear, indolence and procrastination of Teacher Education
Students at Laguna State Polytechnic University – Siniloan Campus (LSPU-SC).
The respondents of the study were composed of 280 which were computed sample
size of Teacher Education Students’ population by the used of Slovin’s formula at
LSPU-SC that were enrolled in the First Semester of Academic Year 2021-2022.
Moreover, the researcher utilized a simple random sampling which was the
simplest and most common method of selecting a sample, in which the sample is
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selected unit by unit which created an equal chances for all of people in a group to
be a respondent (Singh, 2003).
Research Instrument
The researcher utilized a self-made questionnaire that composed of four
parts:
(1) the level of involvement in flexible learning of the respondents (2) the student’s
level of academic fear, (3) the students’ level of academic indolence (4) the
students’ level of academic procrastination.
Level of Involvement in Flexible Learning
The level of involvement in flexible learning of the respondents was
measured by the utilization of self-made frequency scale questionnaire. The
questionnaire consist of 6 statements to which the respondents indicated their
agreement by marking their choice on a 5- point frequency scale from “always” (5)
to never (1)”.
Rating Scale Verbal Interpretation Description
5 Always If you are involved in flexible learning at all

times
4 Often If you are involved in flexible learning at
frequently
3 Sometimes If you are involved in flexible learning at
occasionally
2 Rarely If you are involved in flexible learning not too
often
1 Never If you never involved in flexible learning at all
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Level of Academic Fear
The level of academic fear of the respondents was measured by the use of
self-made academic fear scale questionnaire. The scale was consisted of 5
statements per latent variables which are subjects, instructors/ professors,
learning activities and learning outcomes to which the respondents expressed their
agreement by marking their choice on a 5-point Fear scale from “extreme (5) to no
fear at all (1)”.
5 Extreme If you are extremely terrified with the

situation
4 Severe You are very fearful with the situation
3 Moderate If you are quite fearful with the situation.
2 Slightly Moderate If you are a little bit fearful with the situation,
but your fear is manageable.
1 No Fear at All You are not fearful with the situation at all
Level of Academic Indolence
The level of academic indolence of the respondents will measure by the use
of self-made academic indolence scale questionnaire consisted of 5 statements
per latent variable which are subjects, instructors/ professors, learning activities,
and learning outcomes to which the respondents expressed the level of their
indolence by marking their choice on a 5-point Indolence scale with “1”
corresponds to “No Indolence at all” and “5” means “Extreme”.

5 Extreme If your indolence is at the highest degree
4 Severe If your indolence is at intense level
3 Moderate If your indolence is at average level
2 Slightly Moderate If your indolence is at lowest degree
1 No Fear at All If you do not feel indolence at all
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Level of Academic Procrastination
Moreover, the self-made academic procrastination scale questionnaire has a
5-item per latent variable with items answered on a 5-point scale — from always
(5) to never (1).
Rating Scale Range Interpretation
5 Always If you procrastinate at all time

4 Often If you procrastinate frequently
3 Sometimes If you procrastinate occasionally
2 Rarely If you procrastinate not too often
1 Never If you do not procrastinate at all
Data Collection and Analysis
The study was conducted during the first semester of the academic year
2021-2022 in randomly selected teacher education students at LSPU-SC.
The researcher administered a self-made questionnaire to gather data from
the respondents with regards to the level of their involvement in flexible learning
and their level of academic fear, indolence and procrastination.
After the accomplishment of the respondents answering the approved self-
made questionnaire provided by the researcher, the data gathered utilized
statistical tools to interpret the results, such as:
In level of involvement in flexible learning, the researcher utilized weighted
mean and standard deviation.
The level of academic in terms of subjects; instructor/s or professor/s;
learning activities; and learning outcomes, level of academic indolence in terms of
subjects; instructor/s or professor/s; learning activities; and learning outcomes:
And level of academic procrastination in terms of subjects; instructor/s or

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professor/s; learning activities; and learning outcomes utilized weighted mean and
standard deviation.
Thus, the relationship between respondents’ level of involvement in flexible
learning to their level of academic fear, indolence, and procrastination utilized
Spearman’s Rho as statistical tool to determine the strength of their relationship
on one another.
For significant difference between asynchronous and synchronous online
learning in terms of academic fear, indolence, and procrastination, the researcher
utilized Mann-Whitney U Test as statistical tool to compare two independent
samples.
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Chapter 4
RESULTS AND DISCUSSION
This chapter includes narrative and graphical descriptions of the data
gathered, statistical analysis results, and a discussion of the findings.
Level of Involvement in Flexible Learning of the Respondents
Table 1 shows that respondents who participated in asynchronous online
classes were highly involved in flexible learning. They primarily studied lessons
through online modular while rarely participating in online webinar participation that
can improve their knowledge in a particular subject. Conversely, teacher education
students who participated in synchronous online classes were moderately involved
in flexible learning. They are primarily involved in submitting learning activities in
google classroom while occasionally involved in online webinars.
It denotes that the respondents who participated in asynchronous online
learning have independent time to utilize the reason why they can be involved in
different elements of flexible learning without facing any difficulties in time
management. However, those respondents who participated in synchronous
online classes deal with scheduled online classes that severely utilize their time,
the reason why they can hardly participate in other elements of flexible learning.
Smart (2020) describes that asynchronous learners can be engaged in any
form of learning modalities as they are independent in the utilization of time where
they can freely manage their time in terms of doing things necessary in the
academic field. In synchronous online classes, students face difficulties in flexible
learning not only due to some technical difficulties, lacking gadgets, and poor
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internet connection but also in a lack of time in participation to forms of learning
and programs designed by distant learning (Paulson, 2021).
Table 1. Level of Involvement in Flexible Learning Among Teacher Education

Students in Asynchronous and Synchronous Online Learning
.
Statements Mean Standard Verbal Interpretation

As a Teacher Education Student I am involve Deviation
in flexible learning through/by…
Asynchronous Online Learning Participants
1. I participate in the synchronous online 3.84 1.39 High
class of my academic subjects.
2. I participate in webinars to gather insights 2.74 1.57 Moderate
that can help my studies.
3. I join in synchronous engaging activities. 3 1.53 Moderate
4. I undertake my asynchronous 4.58 0.60 Very High
learning activities.
5. I study the lessons or topics of my 4.69 0.57 Very High

academic subjects through online
modular.
6. I submit asynchronous learning activities 4.59 0.60 Very High
through Google classroom.
Overall 3.91 1.04 High
Synchronous Online Class Participants
1. I participate in the synchronous online 3.5 1.51 High
class of my academic subjects.
2. I participate in webinars to gather insights 3.01 1.43 Moderate
that can help my studies.
3. I join in synchronous engaging activities. 3.16 1.45 Moderate
4. I undertake my asynchronous 3.43 1.26 Moderate
5. I study the lessons or topics of my 3.51 1.29 Moderate
academic subjects through online modular.
6. I submit asynchronous learning activities 3.58 1.21 High
Overall 3.37 1.36 Moderate
Level of Academic Fear of the Respondents
Table 2 shows that the respondents who participated in asynchronous
online learning have a very high level of academic fear when it comes to their
academic subjects, which lack of ideas on how to deal with online self-paced
learning they fear the most, while difficulties of coursework they fear the least. The
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table also reveals that respondents who participated in synchronous online classes
also have a high level of academic fear in terms of their academic subjects, which
complex synchronous learning assessment they fear the most, while synchronous
online recitation, which call is sudden, they fear the least.
It implies that the respondents from asynchronous online learning have a
fear of learning independently, which almost lacks mentorship from their
instructors/professors. It can highly affect their learning outcomes and might create
unacceptable results for their academic performance. On the other hand, the
respondents from synchronous online classes mostly feared complex learning
assessments as they could barely keep up with synchronous online class
engagement, which can highly affect their intended learning outcomes.
Makhlouf (2021) describes that students in an asynchronous atmosphere
feared that it might lack direction for them to study the subjects by themselves
because of a lack of mentorship from their academic teachers, which might result
in them gathering low remarks. Learning independence can create a severe
problem for the students to acquire good learning outcomes that can help them
gather good learning assessment results (Lestari et al., 2020).
According to Alvarez (2020), lack of class engagement can make the
student feel alone, which can establish a fear because there is a possibility that
they can be left behind amidst of pandemic by others and cannot keep up with
online learning, which can highly affect their learning outcomes.

26
Table 2. Level of Academic Fear in Terms of Subjects Among Teacher Education

..Students in Asynchronous and Synchronous Online Learning
Deviation
Asynchronous
A. SUBJECT
As a Teacher Education student, I
experience academic fear in subject for I…
1. have no idea on how to start self-paced 3.81 1.36 High
learning with the content of online
learning modules that can severely
affect my learning.
2. face hardship in understanding a topic 3.74 1.19 High
in my academic subjects.
3. am clueless on how self-paced learning 3.62 1.34 High
affects my learning outcomes especially
for my major subjects.
4. had poor time management to grasp the 3.76 1.34 High
lesson of a particular subject.
5. have difficulties of doing my 3.61 1.27 High
asynchronous course work that can
affect my grades.
Synchronous
1. have academic subjects that composed 4.14 0.53 High

of difficult synchronous learning
assessments which can affect my
grades.
2. have academic subjects that always 3.99 0.34 High
have online recitations where the call is
sudden.
3. haven’t learned much yet due to 4.13 0.49 High
difficulties in attending synchronous
online discussion that can affect my
grades in my academic subjects.
4. feel like I'm being left behind in 4.09 0.52 High
discussions because I can barely keep
up a synchronous online class.
5. cannot keep up with the lectures of my 4.14 0.47 High
academic subjects due to poor internet
connection that can affect my learning.
Table 3 reveals that teacher education students who participated in
asynchronous online learning have a high level of fear of their
instructors/professors. The said respondents mostly feared an almost lack of
quality feedback from instructors/professors, while they least feared inconsiderate

27
instructors/professors when submitting asynchronous learning activities.
Otherwise, the table also reveals that the respondents who participated in
synchronous online classes have a moderate level of fear of their
instructors/professors, which they mostly fear a strict characteristic of their
instructor/s or professor/s while least feared a confrontation with them.
It indicates that teacher education students who participated in
asynchronous online classes still had severe fear. However, they did not meet their
instructors/ professors at the same time due to a lack of guidance or mentorship,
which can severely affect not only their academic performance but also their
desired learning outcomes which can bring disappointment to those surrounding
them. It can make them feel embarrassed if ever that happens. On the other hand,
teacher education students who participated in synchronous online classes
experienced a high-level fear of their instructor/s or professor/s as they had an
online meeting together at the same time. It can make them feel pressure because
of expectations set by the instructor/s or professor/s to their students and the
unwelcome feedback they receive from them.
According to Chaeruman (2021), students experience fear in their
asynchronous online learning due to an almost lack of mentorship that can provide
quality feedback, negatively affecting their learning outcomes and resulting in poor
academic performance. In a synchronous online class, although there is no face-
to-face attachment between teacher and students in an online class, students can
still receive unwelcome feedback from their teacher, which was characterized as
28
strict in terms of attendance, quality of activity work, and class management that
can bring them unwelcome remarks (Chaeruman et al., 2020).
Table 3. Level of Academic Fear in Terms of Instructor/s or Professor/s Among

..Teacher Education Students in Asynchronous and Synchronous Online
..Learning
Deviation
Asynchronous
B. INSTRUCTORS/ PROFESSORS
As a Teacher Education student,
I experience academic fear to my
instructors/ professors for…
1. I have instructor/s or professor/s who 3.76 1.28 High
is/are not appearing religiously
throughout the semester that can affect
my learning outcomes.
2. There is almost lack of quality feedback 3.84 1.22 High
from my instructor/s or professor/s that
could prevent me to correct my
mistakes.
3. I have instructor/s or professor/s that is 3.72 1.37 High
not considerate for my late submission
of asynchronous activities that might
result to a low remarks.
4. I have instructor/s or professor/s who 3.81 1.37 High
doesn’t give me an immediate
assistance through the learning content
of online self-paced learning module
that can affect my learning.
5. I might not be able to reach my 3.75 1.30 High
instructor/s’ or professor/s’ expectations.
Synchronous
1. have a strict instructor/s or professor/s 3.26 1.14 Moderate

who checks/check the attendance
religiously which can affect my grade.
2. might not meet my instructors’ or 3.14 1.30 Moderate
professors’ expectations.
3. have instructor/s or professor/s that is 3.02 1.36 Moderate
not considerate about my difficulties in
synchronous online classes.
4. might receive unpleasant feedback from 2.93 1.39 Moderate
my instructor/s or professor/s in doing
things uncertainty during online class.
5. have a confrontation with my instructor/s 2.81 1.51 Moderate
or professor/s about my negligence
during synchronous online class
29
Table 4 reveals that the respondents who participated in asynchronous
online learning experienced high level of academic fear to their learning activities
which they mostly feared in difficulties of asynchronous learning activities due to
delay of response came from their instructor/s or professor/s while they least
feared in their mind-set of being pessimistic that they always do their asynchronous
activities wrong. On the other side, the respondents who participated in
synchronous online classes experienced a high level of academic fear in their
learning activities which they most feared if they contributed an erroneous idea
regarding their synchronous academic group activities. In contrast, the least feared
sharing unjustifiable explanations of their learning output in front of their online
classmates.
It indicates that teacher education students who participated in
asynchronous online learning experienced severe academic fear in their learning
activities. Almost lack of guidance on how to do a particular activity came from the
instructor/s or professor/s, which affects the evaluation result of their accomplished
learning activities is the reason why they experienced this. On the other side, it
implies that teacher education students who participated in synchronous online
classes experienced severe academic fear in their learning activities as they
experienced uncertainty if they did it. It is considered a fear of judgment as the
students can feel uncomfortable doing things uncertain because they are afraid to
be judged by their peers or classmates.
According to England (n.d), students did not fear the learning activities
themselves nor the possible unwelcome result, but the judgment of the people
30
surrounding them. Lack of support from other peers who know the subject matter
and teacher feedback can lead students to answer learning activities erroneously.
It can lead to academic anxiety, which is considered a worse mental health
condition than experiencing academic fear, which can cause a severe problem for
a student in academics (Huberty, 2012). Academic fear is manageable by the
student, while academic anxiety is a severe mental health status where
consultation with mental health experts is crucial (Jon, 2012).
Djoub (2019) describes that students refuse to participate in class due to
pessimistic thinking where they think it is a form of embarrassment for them to
commit mistakes in front of everyone. For them, it is “not worth doing,” as they
think they were a failure even if it is not. It was a form of a pessimistic attitude that
can highly affect the eagerness of students to learn. It indicated poor self-
regulation as every student failed to regulate their emotions (Mcclelland et al.,
2017).
Furthermore, Jon (2012) explained that pessimistic students are less likely
to exert more effort and be more inspired the following time. Instead of thinking
about external circumstances, self-blame for the poor grades will damage self-
esteem. Their performance suffers as a result of their pessimism. In addition,
however, an association between pessimism and negative outcomes is not always
straightforward, as it is possible to feel simultaneously pessimistic and optimistic
about a situation. Moreover, defensive pessimism may actually be beneficial in
some situations (Seltzer, 2018).

31
Table 4. Level of Academic Fear in Terms of Learning Activities Among Teacher

Education Students in Asynchronous and Synchronous Online Learning
Deviation
Asynhronous
C. LEARNING ACTIVITIES
As a Teacher Education student,
I experience academic fear in
learning activities for I…
1. might contribute erroneous ideas in 3.8 1.42 High
group chat for our asynchronous group
2. have difficulties with the learning 3.87 1.32 High
activities due to delay of response from
someone who can assist me that can
affect my grades.
3. have fear in doing learning activities 3.8 1.33 High
uncertainty which has no immediate
feedback that can help me to correct my
mistakes.
4. always encounter difficult learning 3.8 1.25 High
activities with the possibility of no one
can assist me to understand what must
to do.
5. have the mind-set of being pessimistic 3.7 1.24 High
that I always do my asynchronous
activities wrong.
Synchronous
1. might contribute erroneous ideas to my 4.22 0.83 Very High

fellow group members during
synchronous group learning activities.
2. might share unjustified explanation of 3.91 0.93 High
my learning output in front of my online
classmates.
3. have difficulties in participating group 4.21 0.67 Very High
learning activities due to poor internet
connection that can affect my grades.
4. have fear in doing my learning activities 4.07 0.82 High
uncertainty in front of my online
classmates.
5. feel pressured in doing learning 4.19 1.05 High
activities in front of my online
classmates.
Table 5 reveals that respondents from asynchronous online learning have
a high academic fear regarding their learning outcomes. The results show that
32
respondents mostly feared having poor time management to integrate applied
knowledge and skills that may help them improve their learning outcomes, while
they least feared their incapability to utilize their learning outcomes in real-life
situations. The table also reveals that respondents from synchronous online
classes also experienced a high level of academic fear in terms of their learning
outcomes which they most feared in their incapability to utilize their learning
outcomes in real-life situations. In contrast, they least feared their difficulties
integrating their applied knowledge and skills at the end of a synchronous lesson.
It shows that teacher education students who participated in asynchronous
online learning had a severe academic fear in their learning outcomes, which might
result from self-paced learning and almost lack of mentorship from instructors/
professors who can bring ease to students’ learning. On the other hand, teacher
education students who participated in the synchronous online classes had severe
academic fear in their lack of incapability to utilize their learning outcomes in real-
life situations, and they realized that their learning outcomes were not valuable.
Li (2014) found that poor learning outcomes can bring fear and anxiety to
learners as they can face hardship in future learning assessments. This kind of
anxiety is experienced mainly by those students who took self-paced learning in
any form of learning modalities such as modular distance and asynchronous online
learning. Sherman (2016) describes learners who fear incapability or inadequacy
due to a pessimistic mindset. Learners are afraid to utilize their learning outcomes
because they think they can commit mistakes frequently, although they did not. As
33
a result, they feel repentant about what they have done in not utilizing their learning
outcomes.
Table 5. Level of Academic Fear in Terms of Learning Outcomes Among Teacher

.Education Students in Asynchronous and Synchronous Online Learning

Deviation
Asynchronous
D. LEARNING OUTCOMES
experience academic fear in my learning
outcomes for I…
1. haven’t learned much yet due to my 3.75 1.27 High
difficulties in asynchronous online class
that can cause me to fail in my course.
2. might have unacceptable learning 3.73 1.33 High
outcomes due to hardship in self-paced
learning as part of asynchronous
learning.
3. had poor time management to applied 3.83 1.36 High
knowledge and skills that may help in
improving my learning outcomes.
4. have insufficient learning to accomplish 3.73 1.26 High
my asynchronous learning
assessments that can result to fail
remarks.
5. might have incapability to utilize my 3.7 1.31 High
learning outcomes in real life
situations.
Synchronous
1. haven’t learned much yet due to my 3.65 1.22 High

difficulties in synchronous online class
that can cause me to fail in my course.
2. might have unacceptable learning 3.61 1.13 High
outcomes due to hardship in attending
synchronous online class.
3. have difficulties for integration of my 3.45 1.32 High
apply knowledge and skills at the end
of synchronous lesson.
4. have insufficient learning to undergo 3.91 1.04 High
synchronous learning assessments
that can result to fail remarks.
5. have incapability to utilize my learning 3.98 0.85 High
outcomes in real life situation.
34
Level of Academic Indolence of the Respondents
Table 6 reveals that those respondents from asynchronous online learning
have a moderate level of academic indolence when it comes to their academic
subjects, which they mainly experienced indolence in plenty of time for them to
study their topics in their subjects. In contrast, they experienced the least indolence
in their academic subjects that have prolonged periods in submitting their
accomplished learning activities. On the contrary, teacher education students who
participate in a synchronous online class have a low level of academic indolence
in their respective subjects. The results show that respondents mainly experienced
indolence to their lack of motivation to learn due to the current learning modality,
which is synchronous online, where they could barely keep up, while they least
experienced indolence for their poor interest in some topics in a synchronous
online class, especially for minor subjects.
It implies that teacher education students who participated in asynchronous
online learning only had moderate academic indolence in subjects though they had
independence and plenty of time to study their academic subjects. Conversely,
teacher education students who participated in synchronous online classes only
had slightly moderate academic indolence in subjects because their time was not
independent.
Journal “Social Psychology and Society” (2020) stated that there are many
factors why students can experience academic indolence, such as an unconducive
learning environment, stress, lack of motivation, fatigue, and personal problems.
Those factors can experience by a learner at any level of education. Moreover,

35
Arlauskaitė (2016) stated that lack of motivation is the main reason students
experience academic indolence. It can affect many aspects that a student
possesses. It can create a feeling that a student does not want to do a particular
task, which can compare to a lack of energy to do something. It can lead to
procrastination or not doing a particular activity for a long time.
Table 6. Level of Academic Indolence in Terms of Subjects Among Teacher

. Education Students in Asynchronous and Synchronous Online Learning
.

Deviation
Asynchronous
A. SUBJECTS
I experience academic indolence in
subjects for …
1. I have so much time to study all of the 3.44 1.18 High
topics in modular online.
2. My learning activities in subjects has 3.21 1.31 Moderate
prolonged period of submission.
3. I faced difficulties in understanding a 3.32 1.34 Moderate
particular lesson through self-studying.
4. I’m not in a conducive learning 3.31 1.42 Moderate
environment.
5. There are no social interactions with my 3.38 1.43 Moderate
classmate/s and instructor/s or
professor/s that makes me feels
unmotivated to learn.
Synchronous
1. am not motivated to learn due to current 1.81 0.45 Low

learning modality which is synchronous
online where I could barely keep up.
2. have poor interest in some topics in 1.25 0.48 Low
synchronous online class especially for
minor subjects.
3. always feel sleepy in online lectures. 1.46 0.54 Low
4. faced difficulties in attending online 1.43 0.66 Low
lectures for the sake of my academic
subjects due to poor internet
connection.
5. feel tired to focus on online lectures. 1.36 0.65 Low
Overall 1.46 0.56
36
experienced moderate academic indolence toward their instructors/s or
professor/s. The results show that respondents mainly experienced indolence in
their instructor/s or professor/s who always post a lot of asynchronous activities in
google classroom, while they experienced the least indolence in their instructor/s
or professor/s that did not appear religiously throughout the semester. On the
contrary, teacher education students who participated in synchronous online
classes experienced a very low academic indolence to their instructor/s or
professor/s. The results reveal that they mainly experienced indolence to their
instructor/s or professor/s that is/are not humorous towards them, but its level was
too low while they experienced the least indolence to their instructor/s or
professor/s that is/are not attends the online class religiously.
online learning had moderate academic indolence towards their instructor/s or
professor/s who always posted a lot of academic activities or tasks in their google
classroom, which means that their academic activities or tasks might be engaging
to boost their motivation to accomplish it. On the contrary, those students who
participated in synchronous online classes did not experience academic indolence.
They are actively doing their responsibilities as students. However, they must exert
so much effort with the said learning modality that it can cause them to experience
extreme fatigue and exhaustion due to many academic tasks that can be assigned.
Arlauskaitė (2016) also stated that those students who feel tired or fatigued
caused to other errands could result in minor indolence among students

37
accomplishing a bunch of academic activities or tasks. However, teachers can
boost their motivation to prevent academic indolence by providing game-changing
learning activities or tasks. These can be experienced mainly by online
asynchronous learners, who might have other errands aside from asynchronous
tasks. On the side of synchronous online learners, Journal "Social Psychology and
Society" (2020) describes that the students who are motivated can experience less
academic laziness in their studies. The research journal also found that a
humorous teacher toward students can boost their eagerness to learn.
Teacher enthusiasm was a positive external catalyst facilitating student
interest, curiosity, and learning motivation. However, if the enthusiasm and
humorous character of a teacher exceeds, the learner's focus will be on the teacher
rather than on a topic or lesson that has been discussed, which may also
negatively affect the learning outcomes of the students (Johnson, 2020).
Furthermore, students' curiosity is stimulated and their motivation to learn
was stimulated by the enthusiasm of a teacher. Enthusiasm on the part of the
teacher can result in higher teaching ratings, favorable views toward them,
increased students’ achievement, and better classroom behavior (Arlauskaite,
2016). Thus, in the classroom, a teacher's enthusiasm radiates and has a positive
impact on students' emotions. They have a crucial influence on how students
interact, and this is widely known. The relationships between teacher enthusiasm
and students' emotions as well as between students' emotions and participation in
second language instruction are still largely unexplored (Chaeruman, 2020).

38
Table 7. Level of Academic Indolence in Terms of Instructor/s or Professor/s

..Among Teacher Education Students in Asynchronous and Synchronous
..Online Learning
Deviation
Asynchronous
A. INSTRUCTORS/PROFESSORS
I experience academic indolence to my
instructor/professor for I.…
1. have instructor/s or professor/s that 2.73 1.32 Moderate
didn’t appear religiously throughout
the semester.
2. cannot feel the presence of my 2.8 1.51 Moderate
instructor/s or professor/s although
he/she always posted online modules
in google classroom.
is/ are very considerate when it
comes to submission of asynchronous
learning activities which can cause
me to procrastinate.
4. have instructor/s or professor/s who 2.99 1.46 Moderate
always posts a lot of asynchronous
activities in google classroom.
might not be responsive in private
conversation.
Synchronous
1. have instructor/s or professor/s that 1.68 0.48 Very Low

is/are not humorous towards us.
is/are not attends the online class
religiously.
didn’t listen to our ideas during online
discussion.
is/are so serious in every
synchronous online discussion.
is/are not enthusiastic in every online
discussion.
Overall 1.42 0.49 Very Low
Table 8 reveals that those respondents who participated in asynchronous
online learning experienced moderate academic indolence in their learning
activities. The results show that respondents mainly experienced indolence in their
learning activities that were not engaging due to the asynchronous mode of
39
learning; they least experienced indolence in their plenty of time to do their learning
activities. On the contrary, those respondents from synchronous online classes
experienced very low to no academic indolence in their learning activities. The
results show that they mainly experienced indolence in learning activities that are
almost not engaging due to the current learning modality, which is a synchronous
online class. In contrast, they experienced the least indolence in their hardship in
participating in synchronous online learning activities due to poor internet
connection
It denotes that teacher education students in asynchronous online learning
can sometimes experience academic indolence towards their learning activities.
However, they have plenty of time to accomplish it while teacher education
students from synchronous online classes almost did not experience academic
indolence in their synchronous learning activities, although they feel that their
learning activities are not engaging.
Stott (2014) stated that lack of engagement in learning activities could
cause unmotivated for students to accomplish it. It was rampant in online learning,
especially for asynchronous online modality, as there was no social interaction
between teacher and students. Moreover, in synchronous online learning,
engagement in learning activities plays a vital role in the student's motivation and
energy to do their learning activities, tasks, and performance. The researcher
compared that synchronous online was much more effective in student learning
than asynchronous online learning. The author also stated that the student's
engagement to boost one's motivation depends on self-regulation.

40
Table 8. Level of Academic Indolence in Learning Activities Among Teacher

Deviation
Asynchronous
learning activities for…
1. I feel that the learning activities are not 3.44 1.35 High
engaging at all due to asynchronous
mode of learning.
2. I have so much time to do my learning 3.1 1.41 Moderate
activities.
3. The schedules of submission for my 3.38 1.41 Moderate
learning activities are not so soon.
4. The learning activities are more on 3.25 1.53 Moderate
essay writing.
5. There are so much learning activities 3.29 1.53 Moderate
that are posted on my google
classroom.
Statements Synchronous
1. feel that the learning activities are 1.81 0.41 Low

almost not engaging due to current
online class.
2. face hardship in participating 1.21 0.42 Very Low
synchronous online learning activities
due to poor internet connection.
3. am not motivated to participate in online 1.38 0.50 Very Low
learning activities due to unwelcome
situations.
4. have the mind-set of “bahala na” in 1.38 0.50 Very Low
participating online learning activities.
5. feel tired in participating synchronous 1.46 0.51 Very Low
online learning activities.
experienced moderate academic indolence in their learning outcomes. The results
show that respondents mainly experienced indolence when they could not identify
their strengths and develop their weaknesses to improve their learning outcomes,
while they least experienced indolence with their low self-esteem that they could
learn through self-paced learning as part of an asynchronous online class. On the

41
contrary, those respondents from synchronous online classes experienced very
low academic indolence in their learning outcomes. The results show that they
mainly experienced indolence due to a lack of passion for learning because of
hardship in participating in synchronous online classes but still, it was too low while
they experienced the least indolence with their low self-esteem that they will learn
in synchronous learning modality.
It denotes that teacher education students who participated in
asynchronous online learning had experienced moderate academic indolence
because of how they managed and utilized their learning outcomes, with sufficient
time to manage it. In a synchronous online class, teacher education students
experienced a deficient level of academic indolence though they did not have
sufficient time to utilize and manage it due to their scheduled academic obligations.
Mehedintu (2018) describes those students who do not know what they
must improve with their learning might feel a lack of relish in academe. It was rare
among learners who study religiously to improve their learning outcomes.
However, they must know their weaknesses in the academic field to know the
areas that they must improve to do things certainty and relish in doing their
academic activities. Students who manage and utilize their time sufficiently can
prevent academic indolence in their studies because they can provide time for their
refreshment to avoid mental exhaustion that can lead to academic laziness (Serrin,
2017).
42
Table 9. Level of Academic Indolence in Terms of Learning Outcomes Among

..Teacher Education Students in Asynchronous and Synchronous Online
..Learning Asynchronous and Synchronous Online Learning
Statements Mean Standard Deviation Verbal
Interpretation
Asynchronous
I experience academic indolence to
learning outcomes for I…
1. might have no passion to learn due to 3.26 1.34 Moderate
hardship of learning in asynchronous
learning modality.
2. have low self-esteem that I can learn 3.11 1.40 Moderate
through self-paced learning as part of
asynchronous online class.
3. am not motivated to enhance my 3.19 1.48 Moderate
learning outcomes as I face difficulties in
self-paced learning through online
learning modules.
4. cannot identify my own strength and 3.36 1.51 Moderate
develop my weaknesses for the
improvement of my learning outcomes.
5. have no perseverance for the 3.26 1.34 Moderate
enhancement of my learning outcomes.
General Weighted Mean 3.24 1.42 Moderate
Synchronous
1. might have no passion to learn due to 1.76 0.44 Very Low

hardship in participating synchronous
online class.
2. have low self-esteem that I will learn in 1.24 0.44 Very Low
synchronous learning modality.
3. am not motivated to enhance my 1.52 0.52 Very Low
learning outcomes as I couldn’t barely
keep up in synchronous class.
4. cannot identify my own strength and 1.27 0.46 Very Low
develop my weaknesses for the
improvement of my learning outcomes.
5. have no perseverance for the 1.38 0.50 Very Low
enhancement of my learning outcomes.
Level of Academic Procrastination of the Respondents
Table 10 reveals that respondents from asynchronous online learning
committed high levels of academic procrastination in their academic subjects. The
results show that they mostly procrastinate in answering their asynchronous online
quizzes for their academic subjects, while they least procrastinate in their self-
43
studying about a particular topic from the provided softcopy of instructional
materials. The results show that they never procrastinate in any activities,
assessments, and tasks in their academic subjects. On the contrary, respondents
from synchronous online classes never committed academic procrastination in
their academic subjects.
It implies that teacher education students often procrastinate when studying
their subject in asynchronous online learning because of hardship in particular
activities or tasks, and they have independent time to utilize. In contrast, teacher
education students who participated in synchronous online classes did not
procrastinate regarding their academic subjects as the discussions, learning
activities, and other scenarios were real-time.
According to Hen and Goroshit (2018), students tend to procrastinate if a
particular task is difficult. It also included that it was caused by fear of failure, which
students instead do their tasks late rather than do it early, which might receive
immediate but negative feedback. Students also tend to procrastinate because of
their unscheduled learning activities or tasks that are fine to do lately (Ferrari,
2015). On the contrary, students will almost not tend to procrastinate in their
academic subjects if the requirements, tasks, class meetings, and assessments
are scheduled that they need to follow. This behavior is established by the students
who do not want to experience demerit to their academic outputs (Akpur, 2017).
44
Table 10. Level of Academic Procrastination Terms of Subjects Among Teacher

Statements Mean Standard Verbal
Deviation Interpretation
Asynchronous
A. SUBJECTS
I procrastinate the subject by…
1. Doing the asynchronous learning 3.54 1.25 High
activities in my academic subjects.
2. Self- studying about a particular topic 3.39 1.25 Moderate
from the provided softcopy of instructional
materials.
3. Grasping the learning content from the 3.54 1.27 Very High
topic of my academic subjects.
4. Answering the asynchronous 3.57 1.34 Very High
examinations of my academic subjects.
5. Answering the asynchronous online 3.64 1.30 Very High
quizzes of my academic subjects.
Overall 3.54 1.28 Very High
Synchronous
1. Attending to my academic subjects’ 1.46 0.51 Very Low

scheduled online meeting.
2. Focusing in online lectures of my 1.24 0.45 Very Low
academic subjects.
3. Participating in scheduled online learning 1.33 0.49 Very Low
activities.
4. Participating in online class recitation of 1.37 0.50 Very Low
my academic subjects.
5. Participating in synchronous learning 1.47 0.52 Very Low
assessments of my academic subjects.
committed moderate academic procrastination to their instructor/s or professor/s.
The results show that they mostly procrastinate in responding to their instructor’s/s’
or professor’s/s’ comments regarding to their concerns about their accomplished
activities in google classroom while they least procrastinate in submitting
accomplished tasks to their instructor’s/s’ or professor’s/s institutional email. On
the contrary, respondents from synchronous online classes never committed
academic procrastination toward their instructor/s or professor/s. The results show

45
that they never procrastinate at all in terms of having a conversation or attachment
with their instructor/s or professor/s.
online learning always procrastinate responding to their instructor/s or professor/s
comments regarding their accomplished learning activities due to fear of receiving
unwelcome feedback. However, in a synchronous online class, teacher education
students did not procrastinate with their instructor/s or professor/s in the
implementation of scheduled online class between students and instructor/s or
professor/s, which can have a responsive response from one person to another
because they are interacting in the same time.
Chen et al. (2021) describe that students with shyness and fear of their
teacher tend to procrastinate conversing with them. It highly affects each student’s
learning as much time is wasted on clarifying things. The author also describes
that students with a low level of shyness procrastinate less towards their peers and
their teacher. Moreover, students who did not shy to their teacher could clarify
things as soon as possible, which was a great help for their studies.
46
Table 11. Level of Academic Procrastination in Terms of Instructor/s or Professor/s

.Among Teacher Education Students in Asynchronous and Synchronous
.Online Learning
Statements Mean Standard Deviation Verbal
Interpretation
Asynchronous
B. INSTRUCTORS/ PROFESSORS
I procrastinate to my instructors/
professors for…
1. Sending private message to my 3.23 1.35 Moderate
professor/s for the clarification of
activities.
2. Clarifying a topic via private message. 3.06 1.52 Moderate
3. Requesting an extension of submission 3.1 1.47 Moderate
of accomplished tasks via google
classroom to my instructor/s or
professor/s.
4. Submitting accomplished tasks to my 2.99 1.50 Moderate
instructor’s/s’ or professor’s/s’
institutional email.
5. Responding to my instructor’s/s’ or 3.66 1.53 High
professor’s/s’ comments regarding
his/her concerns about my
accomplished activities in google
classroom.
Synchronous
1. Asking a question for the clarification of 1.64 0.58 Very Low

a topic.
2. Answering his/her questions with 1.24 0.53 Very Low
regards to a topic during online meeting.
3. Talking to my instructor/s or professor/s 1.49 0.59 Very Low
about what needs to be passed on
during synchronous online class.
4. Requesting permission to miss an 1.46 0.59 Very Low
online meeting.
5. Saying problems need to be resolved 1.46 0.59 Very Low
at an online meeting.
Table 12 unveils that the respondents from asynchronous online classes
committed high academic procrastination in their learning activities. The results
show that they mostly procrastinate in submitting their finished learning activities
in google classroom; they least procrastinate in item contributing ideas in grouped
learning activities through group chat. On the contrary, respondents from

47
synchronous online classes never committed academic procrastination to their
learning activities. The results show that they never procrastinate in all learning
activities under synchronous online classes.
It implies that teacher education students often procrastinate with their
learning activities due to its unscheduled submission where it is acceptable to do
a particular activity anytime. In contrast, teacher education students who attended
synchronous online classes did not procrastinate at all with their learning activities
because they happened simultaneously with their instructor/s or professor/s,
although their activities were executed online.
Akpur and Yurtseven (2019) stated that students tend to procrastinate with
their learning tasks due to perfectionism and a long time before the date of its
submission. It was an act where students feared mistakes and negative feedback
about why they submitted their work at the last minute. The authors also stated
that those students who do not possess perfectionism are those students who
procrastinate less. The authors also initiated that scheduling can prevent students
from procrastinating, unlike asynchronous, where students think they have so
much time to do their tasks.

48
Table 12. Level of Academic Procrastination in terms of Learning Activities Among

.Teacher Education Students in Asynchronous and Synchronous Online
.Learning
Deviation
Asynchronous
I procrastinate the learning activities
by…
1. Submitting my finished learning 3.66 1.32 High
2. Contributing ideas in our group chat for 3.42 1.40 High
the online group activities.
3. Writing essays/term papers which are 3.64 1.30 High
part of the learning activities.
4. Answering open-ended questions which 3.61 1.41 High
are part of the learning activities.
5. Revising my learning activities to correct 3.61 1.44 High
its possible mistakes.
Synchronous
1. Participating in online group learning 1.59 0.54 Very Low

activities.
2. Contributing ideas to my fellow group 1.21 0.46 Very Low
members in synchronous online learning
activities.
3. Sharing my learning outputs in front of 1.37 0.50 Very Low
my online classmates.
4. Performing a scheduled live online 1.2 0.42 Very Low
tasks.
5. Accomplishing synchronous assessment 1.44 0.51 Very Low
tasks.
committed high academic procrastination to their learning outcomes. The results
show that they mostly procrastinate in identifying their weaknesses for their
development that can improve their learning outcomes, while they least
procrastinate in building their self-esteem to improve their learning outcomes. On
the other hand, respondents from synchronous online classes never committed
academic procrastination in utilizing and managing their learning outcomes.

49
online learning often procrastinate in utilizing and managing their learning
outcomes because they have plenty of time to do it. In contrast, teacher education
students who participate in synchronous online classes do not want to
procrastinate in managing and utilizing their learning outcomes as they utilize it in
real-time situations in front of their peers or classmates and instructor/s or
professor/s.
Petron (2018) stated that managing one’s own learning outcome was not
hard. However, it will go a long process to do so. The students tend to procrastinate
in managing their learning outcomes because of the long process of its execution.
Banta (2016) stated that the utilization of learning outcomes was not simple; it
requires time and effort for a particular student to do so. Moreover, the author also
stated that although it was not simple to utilize learning outcomes, it depends upon
the students if they will use it preferably in their real-life situations.
Furthermore, procrastination in utilization of learning outcomes were
resulted not only by unlikelihood to exert effort but also by a negative acquisition
of learning. According to Mandap (2016), those students who does not learned a
sufficient quantity of knowledge in their schools tend to procrastinate the use of
their learning outcomes in a real-life situation because it was the reflection of their
behavior in academic field. They feared the possible judgement that they can
acquire from the people who surrounds them.

50
Table 13. Level of Academic Procrastination in Terms of Learning Outcomes

..Among Teacher Education Students in Asynchronous and
..Synchronous Online Learning
Deviation
Asynchronous
I procrastinate the learning outcomes
by…
1. Utilization of my learning in a real life 3.49 1.31 High
situations.
2. Building self-esteem for the 3.38 1.34 Moderate
betterment of my learning outcomes.
3. Integrating my apply knowledge and 3.49 1.40 High
skills successfully at the end of my
asynchronous online learning.
4. Identifying my weaknesses for its 3.61 1.43 High
development that can improve my
learning outcomes.
5. Accomplishing all the given learning 3.52 1.18 High
activities, portfolios and projects that
posted in google classroom.
Synchronous
1. Utilizing my learning in real life 1.66 0.49 Very Low

situations.
2. Building self-confidence for the 1.2 0.42 Very Low
betterment of my learning outcomes.
3. Integrating my apply knowledge and 1.44 0.51 Very Low
skills at the end of synchronous
lesson.
4. Identifying my weaknesses for their 1.42 0.51 Very Low
development that can improve my
learning outcomes.
5. Accomplishing all the given learning 1.45 0.51 Very Low
activities and assessments in
Presented in Figure 2 is the graphical representation of the cumulative
means score of the synchronous and asynchronous learning for academic fear,
academic indolence, and academic procrastination. It shows that the respondents
of asynchronous online learning possessed the higher level of academic fear,
indolence, and procrastination compare to those students who participated in

51
4 3.77
3.74
3.5
3.43
3.18
3
2.5
1.44 1.41
1.5
0.5
0
Academic Fear Academic Indolence Academic Procastination
Synchronous Asynchronous
Figure 2. Cumulative Mean Score for Academic Fear, Academic Indolence, and
Academic Procrastination Based from the Type of Flexible Learning
Spearman’s Rho Correlation
Table 14 shows the relationship between the level of involvement in flexible
learning and the level of academic fear indolence and procrastination of teacher
education students who participated in asynchronous online learning.
In terms of the relationship between level of involvement and academic
fear, there is a statistically significant relationship between level of involvement in
flexible learning and subjects (𝑟𝑠 (140) = .201, 𝑝 = .017); and instructor (𝑟𝑠 (140) =
.361, 𝑝 = .000). However, it revealed no significant relationship between level of
involvement and learning activities (𝑟𝑠 (140) = .054, 𝑝 = .526)); and learning
outcomes (𝑟𝑠 (140) = .163, 𝑝 = .054). This implies that an increase in level of
52
involvement in flexible learning, there is also an increase in academic fear on
indolence, there is a statistically significant relationship between level of
involvement in flexible learning and subjects (𝑟𝑠 (140) = .201, 𝑝 = .017); and
learning outcomes (𝑟𝑠 (140) = .250, 𝑝 = .003). However, it revealed no significant
relationship between level of involvement in flexible learning and instructors/
professors (𝑟𝑠 (140) = .070, 𝑝 = .414); and learning activities (𝑟𝑠 (140) = .118, 𝑝 =
.165). The result revealed that an increase in level of involvement in flexible
learning, there is also an increase in academic indolence on subjects and learning
outcomes.
procrastination, there is a statistically significant relationship between level of
involvement in flexible learning and learning activities (𝑟𝑠 (140) = .231, 𝑝 = .006).
However, it revealed no significant relationship between level of involvement in
flexible learning and subjects (𝑟𝑠 (140) = .064, 𝑝 = .450); instructors/ professors
(𝑟𝑠 (140) = .117, 𝑝 = .168); and learning outcomes (𝑟𝑠 (140) = .137, 𝑝 = .107).
Hence, there is an increase in level of involvement in flexible learning, there is also
an increase in level of academic procrastination on learning activities.

53
Table 14. Relationship Between Level of Involvement in Flexible Learning to

..Academic Fear, Indolence, and Procrastination of Asynchronous
..Online Learners
Variable 𝒓 value p-value Decision VI
Subjects .201 .017 Reject 𝐻𝑜 Significant
Level of Involvement
Instructors/ .361 .000 Reject 𝐻𝑜 Significant
Professors
versus Learning .054 .526 Failed to Reject Not Significant
Academic Fear Activities 𝐻𝑜
Learning .163 .054 Failed to Reject Not Significant
Outcomes 𝐻𝑜
Subjects .201 .017 Reject 𝐻𝑜 Significant
Instructors/ .070 .414 Failed to Reject Not Significant
Level of Involvement Professors
versus 𝐻𝑜
Academic Indolence Learning .118 .165 Failed to Reject Not Significant
Activities 𝐻𝑜
Learning .250 .003 Reject 𝐻𝑜 Significant
Outcome
Subjects .064 .450 Failed to Reject Not Significant
𝐻𝑜
Level of Involvement Instructors/ .117 .168
versus Failed to Reject Not Significant
Professors 𝐻𝑜
Academic
Procrastination Learning .231 .006 Reject 𝐻𝑜 Significant
Activities
Learning .137 .107 Failed to Reject Not Significant
Outcomes 𝐻𝑜
Table 15 shows the relationship between the level of involvement in flexible
learning and the level of academic fear indolence and procrastination of teacher
education students who participated in synchronous online class.
fear, there is a statistically significant relationship between level of involvement in
flexible learning and learning activities (𝑟𝑠 (140) = −.187, 𝑝 = .027). However, it
revealed no significant relationship between level of involvement in flexible
learning and subjects (𝑟𝑠 (140) = −.059 𝑝 = .491); instructors/professors
(𝑟𝑠 (140) = .003, 𝑝 = .973); and learning outcomes (𝑟𝑠 (140) = −.078, 𝑝 = .358).
54
This implies that an increase in level of academic fear on learning activities,
there is a reduction in level of involvement in flexible learning.In terms of the
relationship between level of involvement and academic indolence, there is a
statistically significant relationship between level of involvement in flexible learning
and subjects (𝑟𝑠 (140) = −.201, 𝑝 = .017); and learning outcomes (𝑟𝑠 (140) =
−.250, 𝑝 = .003). However, it revealed no significant relationship between level of
involvement in flexible learning and instructors/ professors (𝑟𝑠 (140) = −.070, 𝑝 =
.414); and learning activities (𝑟𝑠 (140) = −.118, 𝑝 = .165). The table revealed that
an increase in academic indolence on subjects and learning activities, there is a
reduction on involvement in flexible learning.
procrastination, there is a statistically no significant relationship between level of
involvement in flexible learning and subjects (𝑟𝑠 (140) = .002, 𝑝 = .981) and
instructors/ professors (𝑟𝑠 (140) = .102, 𝑝 = .231)) and learning activities
(𝑟𝑠 (140) = −.031, 𝑝 = .716)) and learning outcomes (𝑟𝑠 (140) = .003, 𝑝 = .970).
55
Table 15. Relationship between the level of involvement in Flexible Learning to

..Academic Fear, Indolence and Procrastination of Synchronous Online
..Class Participants
Variable 𝒓 value p-value Decision VI
Subject -.059 .491 Failed to Not
Reject 𝐻𝑜 Significant
Level of Instructors/Professors .003 .973
Involvement versus Failed to Not
Academic Fear Reject 𝐻𝑜 Significant
Learning Activities -.187 .027 Reject 𝐻𝑜 Significant
Learning Outcomes -.078 .358 Failed to Not
Subject -.171 .043 Reject 𝐻𝑜 Significant
Instructors/Professors -.071 .402 Failed to Not
Level of
Involvement versus Reject 𝐻𝑜 Significant
Academic Indolence Learning Activities -.235 .005 Reject 𝐻𝑜 Significant
Learning Outcome -.092 .279 Failed to Not
Subject .002 .981 Failed to Not
Level of Instructors/Professors .102 .231
Involvement versus Failed to Not
Academic Reject 𝐻𝑜 Significant
Procrastination Learning Activities -.031 .716 Failed to Not
Learning Outcome .003 .970 Failed to Not
Mann- Whitney U Test
Table 16 shows the significant difference between the level of academic
fear indolence and procrastination of teacher education students who participated
in asynchronous and synchronous online learning.
In terms of academic fear, there is a significant difference between the
asynchronous and synchronous modalities on subjects (𝑈(280) = 8956.50, 𝑝 =
.203); instructors/professors (𝑈(280) = 6612.50, 𝑝 = .000); and learning outcomes
(𝑈(280) = 8380.00, 𝑝 = .032). However, there is no significant difference between
the asynchronous and synchronous learning modalities on learning outcomes
(𝑈(280) = .9552.00, 𝑝 = .711). This implies that the participants of synchronous

56
online class has the higher level of academic fear on subjects and learning
activities than the participants of asynchronous online learning while in terms of
instructors/ professors, the participants if asynchronous online learning has the
higher level of academic fear.
In terms of academic indolence, there is significant difference between the
asynchronous and synchronous learning modalities on subjects (𝑈(280) =
2685.00, 𝑝 = .000); instructors/professors (𝑈(280) = 3575.50, 𝑝 = .000); learning
activities (𝑈(280) = 2844.00, 𝑝 = .000); and learning outcomes (𝑈(280) =
2660.50, 𝑝 = .000). The table revealed that the participants of asynchronous online
learning has the higher level of academic indolence than the participants of
synchronous online class on subjects, instructors/ professors, learning activities,
and learning outcomes.
In terms of academic procrastination, there is significant difference between
the asynchronous and synchronous learning modalities on subjects (𝑈(280) =
2032.00, 𝑝 = .000); instructors/professors (𝑈(280) = 3614.00, 𝑝 = .000); learning
activities (𝑈(280) = 1766.50, 𝑝 = .000); and learning outcomes (𝑈(280) =
1955.00, 𝑝 = .000). As the table reflects, the participants of asynchronous online
learning has the higher level of academic procrastination than the participants of
synchronous online class on subjects, instructors/ professors, learning activities,
and learning outcomes.

57
Table 16. Difference Between Academic Fear, Indolence and Procrastination in

.Synchronous and Asynchronous Online Learning of Teacher Education
.Students
Variable U p Decision VI
Subjects 8956.50 .203 Failed to Not
Academic Fear Instructors/Professors 6612.50 .000 Reject 𝐻𝑜 Significant
Learning Activities 9552.00 .711 Failed to Not
Learning Outcomes 8380.00 .032 Reject 𝐻𝑜 Significant
Subjects 2685.00 .000 Reject 𝐻𝑜 Significant
Instructors/Professors 3575.50 .000 Reject 𝐻𝑜 Significant
Academic Learning Activities 2844.00 .000 Reject 𝐻𝑜 Significant
Indolence Learning Outcomes 2660.50 .000 Reject 𝐻𝑜 Significant
Subjects 2032.00 .000 Reject 𝐻𝑜 Significant
Instructors/Professors 3614.00 .000 Reject 𝐻𝑜 Significant
Academic Learning Activities 1766.50 .000 Reject 𝐻𝑜 Significant
Procrastination Learning Outcomes 1955.00 .000 Reject 𝐻𝑜 Significant
58
Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusion and
recommendation set forth as a result of the study.
Summary of Findings
This study on the "Academic Fear, Indolence and Procrastination in Flexible
Learning Among Teacher Education Students is a descriptive-correlational method
in design to gather information about present existing conditions needed in the
chosen field and the purpose of the study. It involved a total of 280 respondents
whom the researcher randomly selected. This study aimed to determine the level
of involvement in flexible learning and the level of academic fear, indolence, and
procrastination of the respondents in asynchronous and synchronous online
learning. Additionally, it examined the correlation between academic fear,
indolence, and procrastination in asynchronous and synchronous online learning
to the respondents' level of involvement in flexible learning. Last but not least, it
examined the difference between the respondents' level of academic fear,
indolence, and procrastination in asynchronous and synchronous online learning.
To collect the essential data or information, authorization from the Dean of
the College of Teacher Education was asked to carry out this study. Upon approval
of the request, the researcher gave the teacher education students self-made
questionnaires. The responses from the respondents were tailed and tabulated
59
using the appropriate statistical tool, including the mean, standard deviation,
Spearman's Rho, and Mann-Whitney U Test.
The study had a total of 280 respondents that were randomly selected.
There were 140 who answered level of involvement in flexible learning from the
participants of asynchronous online learning and another 140 from the participants
of a synchronous online class. The data gathered found that the participants from
asynchronous online learning had a higher level of involvement in flexible learning,
with an average mean of 3.91, which has a verbal interpretation of often, compared
to synchronous online class with only an average mean of 3.37 interpreted as
sometimes. The study's results are presented based on the data gathered.
On the other hand, the level of academic fear was divided into two phases:
academic fear in asynchronous online learning and academic fear in a
synchronous online class. The two phases of academic fear has four
subcategories: subjects, instructors/professors, learning activities, and learning
outcomes. The data gathered found that the academic fear of the respondents who
participated in asynchronous online learning was severe in subjects which has an
average mean of 3.71, instructors/professors, which has an average mean of 3.8,
and learning activities which have an average mean of 3.8, and learning outcomes
which has an average mean of 3.76. On the other hand, the level of academic fear
of the respondents who participated in a synchronous online class was only severe
in subjects which had an average mean of 4.10, and learning activities which had
an average mean of 4.12, while on the other such as instructors/professors which

60
has an average mean of 3.03 and learning outcomes which have an average mean
of 3.72 was only interpreted as moderate.
Thus, the level of academic indolence was also divided into two phases:
academic indolence in asynchronous online learning and academic indolence in a
synchronous online class. The two phases of academic indolence composed of
four subcategories: subjects, instructors/professors, learning activities, and
learning outcomes. The data gathered found that the respondents' academic
indolence in asynchronous online learning was too low and interpreted as no
indolence at all as its subcategories such as subjects has an average mean of
1.46, instructors/professors has 1.42, learning activities has 1.45, and learning
outcomes has 1.43. On the contrary, the level of academic fear in a synchronous
online class of the respondents was moderate, where the subcategories such as
subjects had an average mean of 2.84, instructors/professors had 3.29, learning
activities had 3.24, and learning outcomes had 3.54.
Like academic fear and indolence, academic procrastination was also
divided into two phases: academic procrastination in asynchronous online learning
and academic procrastination in a synchronous online class. The two phases of
academic procrastination have four subcategories: subjects,
instructors/professors, learning activities, and learning outcomes. The data
gathered found that the level of academic procrastination of the respondents who
participated in asynchronous online learning was sometimes wherein subjects had
an average mean of 3.54, instructors/professors had 3.07, learning activities had
3.59, and learning outcomes had 3.5. On the other hand, the level of academic
61
procrastination of the respondents who participated in a synchronous online class
was too low where its subcategories such as subjects had only an average mean
of 1.38, instructors/professors had 1.46, learning activities had 1.36, and learning
outcomes has 1.43 which verbally interpreted as never.
Regarding the relationship between dependent and independent variables,
the academic fear of respondents who participated in asynchronous online
learning, the subcategory subjects were the only ones that had a significant
relationship to the level of involvement in flexible learning. In academic indolence,
only subjects and learning outcomes are subcategories that have a significant
relationship to the level of involvement in flexible learning. In academic
procrastination, only the subcategory learning activities have a significant
relationship to the level of involvement in flexible learning. On the other hand, the
level of academic fear of the respondents who participated in a synchronous online
class, the subcategory learning activities was the only one that had a significant
relationship to the level of involvement in flexible learning, the same with the level
of academic indolence. In contrast, in the level of academic procrastination, no
subcategory has a significant relationship to a level of involvement in flexible
learning.
Regarding the significant difference between asynchronous and
synchronous online learning in terms of academic, fear, indolence, and
procrastination, it reported that there is a significant difference under academic
fear sub-indicators: instructor/s or professor/s which had a p-value of .000 and
learning outcomes with p-value of .032. In academic indolence, there is also a

62
significant difference which all of its sub-indicators such as subjects, instructor/s or
professor/s, learning activities and learning outcomes had a p-value of .000. Lastly,
in academic procrastination, there is also a significant difference to its sub-
indicators where subjects, instructor/s or professor/s, learning activities, and
learning outcomes also had a p-value of .000.
Conclusions
Based on the findings, the researcher concluded that most of the
respondents in asynchronous online learning had the higher level of involvement
in flexible learning compare to those respondents who were the participants of
In academic fear, the results demonstrate that respondents from
asynchronous and synchronous online learning has a severe level of academic
fear. However, asynchronous online learner has a bit higher level of academic fear
than synchronous online learner.
In academic indolence, it appears that participants of asynchronous online
learning experienced moderate level of academic indolence. On the contrary,
participants from synchronous online class did not experienced academic
indolence at all.
In academic procrastination, asynchronous online learner has a high level
of academic procrastination. On the contrary, the synchronous online learners did
not procrastinate at all.

63
Academic fear, indolence, and procrastination in asynchronous and
synchronous online learning does not affect the level of involvement in flexible
learning of teacher education students.
Academic fear, indolence, and procrastination in asynchronous and
synchronous online learning were statistically different. Students from
asynchronous online learning experienced a higher level of academic fear than the
students from synchronous online class; in the level of academic indolence, the
results were the same in which students from asynchronous online learning has a
higher level of academic indolence than the students from synchronous online
class; and in academic procrastination, asynchronous online learner committed a
high level of procrastination while synchronous online learners did not
procrastinate at all.
Recommendations
In light of conclusions drawn from the findings, the recommendations of the
study were as follows:
Firstly, teacher education students must utilize their time effectively by
proper planning to balance their time in academic and livelihood opportunities that
can help them to sustain their needs in academe and everyday living.
Thus, they must expose themselves to situations and things that cause
them to experience academic fear to possess self-control and overcome them.
Moreover, motivation plays a vital role for the students to do thing certainty
so they must invigorate their motivation. To avoid academic indolence, students

64
must focus on their goals and self-reflect about the reason of their studies in
academic field.
To prevent academic procrastination, instructor/s or professor/s must set a
schedule for the submission of learning activities not too early or too lately. Thus,
teacher education students must manage their time and create a proper planning
in doing tasks to prevent academic procrastination.
For future research, researchers should include factors that can cause to
emerge academic fear, indolence and procrastination among Teacher Education
Students. They must also utilize a qualitative form research to fully understand the
existence of academic fear, indolence and procrastination and its possible effect
to student’s academic performance.

65
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71
APPENDICES
72
APPENDIX A
(Certificate of Content Validation)
73
APPENDIX B
(Approved Letter)
74
APPENDIX C
(Research Instrument)
Republic of the Philippines
Laguna State Polytechnic University
Siniloan (Host) Campus
Siniloan, Laguna
Asynchronous Online Learning

Dear Respondent,
I am a Fourth year Bachelor of Secondary Education Major in Social
Studies student of Laguna State Polytechnic University. I am presently
conducting my thesis entitled “Academic Fear, Indolence and
Procrastination in Flexible Learning Among Teacher Education
Students".
In connection with this, I would like to seek for your help by answering the
attached questionnaire for the completion of my study. Rest assured that
your answer will be treated with utmost confidentiality and will be used
solely for this study. Thank you so much for your kind help and
cooperation.
Respectfully yours,
JERZON PAOLO R. LONTOK
Student Researcher
Part I. Level of Involvement in Flexible Learning
Direction: Below are statements about students’ level of involvement in flexible
learning. Kindly indicate your level of involvement in flexible learning by simply
putting a check (✔) mark on the box below that corresponds to your honest
answer. Use the scale below as your guide.
5 - Always (If you are involved at all times in flexible learning)
4 - Often (If you are involved frequently in flexible learning)
3 - Sometimes (If you are involved occasionally or rather than all of the
time in flexible learning)
2 - Rarely (If you are involved not often in flexible learning)
1 - Never (If you are not involve at all in flexible learning)
75
Flexible Learning 5 4 3 2 1
As a Teacher Education student I am involve in flexible learning through/by…
1. I participate in the synchronous online class of
my academic subjects.
2. I participate in webinars to gather insights that
can help my studies.
3. I join in synchronous engaging activities.
4. I undertake my asynchronous learning
activities.
5. I study the lessons or topics of my academic

subjects through online modular.
6. I submit asynchronous learning activities
Part II. Level of Academic Fear
Direction: Below are statements about students’ level of academic fear which is
refers to likelihood of something unwelcome happening in terms of doing
academic tasks. Please indicate your level of fear by simply putting a check (✔)
mark on the box below that corresponds to your honest answer. Use scale below
as your guide.
5 - Extreme (If you are extremely terrified with the situation or would
always avoid it at all cost)
4 - Severe (You are very fearful with the situation or you would usually
avoid it because of fear)
3 - Moderate (If you are quite fearful with the situation. You probably
avoid the situation from time to time, and would take the
precautions to protect yourself)
2 – Slighty Moderate (If you are a little bit fearful with the situation,
but your fear is manageable. You probably would not
avoid the situation)
1 - No Fear at all (You are not fearful with the situation at all)
76
A. Subject 5 4 3 2 1
experience academic fear in subject for I…
1. have no idea on how to start self-paced
learning with the content of online learning
modules that can severely affect my learning.
2. face hardship in understanding a topic in my
academic subjects.
3. am clueless on how self-paced learning
affects my learning outcomes especially for
my major subjects.
4. had poor time management to grasp the
lesson of a particular subject.
5. have difficulties of doing my asynchronous
course work that can affect my grades.
B. Instructor/Professor 5 4 3 2 1
As a Teacher Education student, I experience
academic fear to my instructors/professors for…
1. I have instructor/s or professor/s who is/are
not appearing religiously throughout the
semester that can affect my learning
outcomes.
2. There is almost lack of quality feedback from
my instructor/s or professor/s that could
prevent me to correct my mistakes.
3. I have instructor/s or professor/s that is not
considerate for my late submission of
asynchronous activities that might result to a
low remarks.
4. I have instructor/s or professor/s who doesn’t
give me an immediate assistance through the
learning content of online self-paced learning
module that can affect my learning.
5. I might not be able to reach my instructor/s’ or
professor/s’ expectations.
77
C. Learning Activities 5 4 3 2 1
academic fear in learning activities for I…
1. might contribute erroneous ideas in group
chat for our asynchronous group learning
activities.
2. have difficulties with the learning activities due
to delay of response from someone who can
assist me that can affect my grades.
3. have fear in doing learning activities
uncertainty which has no immediate feedback
that can help me to correct my mistakes.
4. always encounter difficult learning activities
with the possibility of no one can assist me to
understand what must to do.
5. have the mind-set of being pessimistic that I
always do my asynchronous activities wrong.
D. Learning Outcomes
academic fear in my learning outcomes for I…
1. haven’t learned much yet due to my difficulties
in asynchronous online class that can cause
me to fail in my course.
2. might have unacceptable learning outcomes
due to hardship in self-paced learning as part
of asynchronous learning.
3. had poor time management improve my 21 st
century skills that may help in improving my
learning outcomes.
4. have insufficient learning to accomplish my
asynchronous learning assessments that
can result to fail remarks.
5. might have incapability to utilize my learning
outcomes in real life situations.
78
Part III. Level of Academic Indolence
Direction: Below are statements about students’ level of academic indolence

which refers to unlikelihood or unwillingness of doing academic tasks. Please
indicate what level of indolence you might feel by simply putting a check (✔) mark
on the box below that corresponds to your honest answer. Use scale below as
your guide.
5 - Extreme (If your indolence is at the highest degree)

4 - Severe (If your indolence is at intense level)
3 - Moderate (If your indolence is at average level)
2 - Slightly (If your indolence is at lowest degree)
1 - No Indolence at all (If you never feel indolence at all)
subjects for …
1. I have so much time to study all of the
topics in modular online.
2. My learning activities in subjects has
prolonged period of submission.
3. I faced difficulties in understanding a
particular lesson through self-studying.
4. I’m not in a conducive learning
environment.
5. There are no social interactions with my
classmate/s and instructor/s or
professor/s that makes me feels
unmotivated to learn.
instructor/professor for I.…
1. have instructor/s or professor/s that didn’t
appear religiously throughout the
semester.
2. cannot feel the presence of my
instructor/s or professor/s although
he/she always posted online modules in
google classroom.
3. have instructor/s or professor/s that is/ are
very considerate when it comes to
submission of asynchronous learning
79
activities which can cause me to

procrastinate.
4. have instructor/s or professor/s who
always posts a lot of asynchronous
5. have instructor/s or professor/s that is not
responsive in private conversation.
I experience academic indolence in learning
activities for…
1. I feel that the learning activities are not
engaging at all due to asynchronous
mode of learning.
2. I have so much time to do my learning
activities.
3. The schedules of submission for my
learning activities are not so soon.
4. The learning activities are more on essay
writing.
5. There are so much learning
activities that are posted on my
google classroom.
D. Learning Outcomes 5 4 3 2 1
I experience academic indolence to learning
outcomes for I…
1. might have no passion to learn due to hardship of
learning in asynchronous learning modality.
2. have low self-esteem that I can learn through self-
paced learning as part of asynchronous online
class.
3. am not motivated to enhance my learning
outcomes as I face difficulties in self-paced
learning through online learning modules.
4. cannot identify my own strength and develop my
weaknesses for the improvement of my learning
outcomes.
5. have no perseverance for the enhancement of
80
Part IV. Level of Academic Procrastination
Direction: Below are statements about students’ level of academic procrastination

which is the process of postponing any tasks related to academic. Please indicate
your level of academic procrastination by simply putting a check (✔) mark on the
box below that corresponds to your honest answer. Use scale below as your guide.
5 - Always (If you procrastinate or putting off things at all times)

4 - Often (If you procrastinate or put things off frequently)
3 - Sometimes (If you procrastinate or put things off occasionally or
rather than all of the time)
2 - Rarely (If you procrastinate or put things off not often)
1 - Never (If you are not procrastinating at all)
1. Doing the asynchronous learning
activities in my academic subjects.
2. Self- studying about a particular topic from
the provided softcopy of instructional
materials.
3. Grasping the learning content from the
topic of my academic subjects.
4. Answering the asynchronous
examinations of my academic subjects.
5. Answering the asynchronous online
quizzes of my academic subjects.
I procrastinate to my
instructors/professors by…
1. Sending private message to my
professor/s for the clarification of
activities.
2. Clarifying a topic via private message.
3. Requesting an extension of submission of
accomplished tasks via google classroom
to my instructor/s or professor/s.
4. Submitting accomplished tasks to my
instructor’s/s’ or professor’s/s’ institutional
email.
5. Responding to my instructor’s/s’ or
professor’s/s’ comments regarding his/her
concerns about my accomplished
81
I procrastinate the learning activities by…
1. Submitting my finished learning activities
in google classroom.
2. Contributing ideas in our group chat for
the online group activities.
3. Writing essays/term papers which are
part of the learning activities.
4. Answering open-ended questions which
are part of the learning activities.
5. Revising my learning activities to correct
its possible mistakes.
I procrastinate the learning outcomes by…
1. Utilization of my learning in a real life situations.
2. Building self-esteem for the betterment of my
learning outcomes.
3. Integrating my apply knowledge and skills
successfully at the end of my asynchronous online
learning.
4. Identifying my weaknesses for its development
that can improve my learning outcomes.
5. Accomplishing all the given learning activities,
portfolios and projects that posted in google
classroom.
82
Republic of the Philippines

Siniloan (Host) Campus
Siniloan, Laguna
Synchronous Online Class

Dear Respondent,
I am a Fourth year Bachelor of Secondary Education Major in Social
Studies student of Laguna State Polytechnic University. I am presently
conducting my thesis entitled “Academic Fear, Indolence and
Procrastination in Flexible Learning Among Teacher Education
Students."
In connection with this, I would like to seek for your help by answering
the attached questionnaire for the completion of my study. Rest assured
that your answer will be treated with utmost confidentiality and will be
used solely for this study. Thank you so much for your kind help and
cooperation.
Respectfully yours,
Student Researcher
Part I. Level of Involvement in Flexible Learning

Direction: Below are statements about students’ level of involvement in flexible
learning. Kindly indicate your level of involvement in flexible learning by simply
putting a check (✔) mark on the box below that corresponds to your honest
answer. Use the scale below as your guide.
5 - Always (If you are involved of all times in flexible learning)
4 - Often (If you are involved frequently in flexible learning)
3 - Sometimes (If you are involved occasionally or rather than all of the
time in flexible learning)
2 - Rarely (If you are involved not often in flexible learning)
1 - Never (If you are not involve at all in flexible learning)
83
Flexible Learning 5 4 3 2 1
As a Teacher Education student I am involve in flexible learning through I…
1. I participate in the synchronous online class of my
academic subjects.
2. I participate in webinars to gather insights that can
help my studies.
3. I join in synchronous engaging activities to sense
greater belonginess in the said learning modality.
4. I undertake my asynchronous learning activities.
5. I study the lessons or topics of my academic

subjects through online modular.
6. I submit asynchronous learning activities through
Google classroom.
Part II. Level of Academic Fear
Directions: Below are statements about students’ level of academic fear which
is refers to likelihood of something unwelcome happening in terms of doing
academic tasks. Please indicate your agreement by simply putting a check (✔)
mark on the box below that corresponds to your honest answer. Use the scale
below as your guide.
5 - Extreme (If you are extremely terrified with the situation)

4 - Severe (You are very fearful with the situation)
3 - Moderate (If you are quite fearful with the situation. You probably
avoid the situation from time to time, and would take the
precautions to protect yourself)
2 - Slight (If you are a little bit fearful with the situation, but
your fear is manageable.)
1 - No Fear at all (You are not fearful with the situation at all)
84
academic fear in terms of subject for I…
1. have academic subjects that composed of
difficult synchronous learning assessments
which can affect my grades.
2. have academic subjects that always have
online recitations where the call is sudden.
3. haven’t learned much yet due to difficulties in
attending synchronous online discussion that
can affect my grades in my academic subjects.
4. feel like I'm being left behind in discussions
because I can barely keep up a synchronous
online class.
5. cannot keep up with the lectures of my
academic subjects due to poor internet
connection that can affect my learning.
B. Instructors/Professors 5 4 3 2 1
academic fear in terms of instructors/professors
for I…
1. have a strict instructor/s or professor/s who
checks/check the attendance religiously which
can affect my grade.
2. might not meet my instructors’ or professors’
expectations.
3. have instructor/s or professor/s that is not
considerate about my difficulties in
4. might receive unpleasant feedback from my
instructor/s or professor/s in doing things
uncertainty during online class.
5. have a confrontation with my instructor/s or
professor/s about my negligence during
85
academic fear in learning activities for ……
1. might contribute erroneous ideas to my fellow
group members during synchronous group
2. might share unjustified explanation of my
learning output in front of my online
classmates.
3. have difficulties in participating group learning
activities due to poor internet connection that
can affect my grades.
4. have fear in doing my learning activities
uncertainty in front of my online classmates.
5. feel pressured in doing learning activities in
front of my online classmates.
D. Learning Outcomes
academic fear in my learning outcomes for
I……
1. haven’t learned much yet due to my
difficulties in synchronous online class that
can cause me to fail in my course.
2. might have unacceptable learning outcomes
due to hardship in attending synchronous
online class.
3. have difficulties for integration of my apply
knowledge and skills at the end of
synchronous lesson.
4. have insufficient learning to undergo
synchronous learning assessments that can
result to fail remarks.
5. have incapability to utilize my learning
outcomes in real life situations.
86
Part III. Level of Academic Indolence
Directions: Below are statements about students’ level of academic indolence

which refers to unlikelihood or unwillingness of doing academic tasks. Please
indicate what level of indolence you might feel by simply putting a check (✔)
mark on the box below that corresponds to your honest answer. Use scale
5 - Extreme (If your indolence is at the highest degree)
4 - Severe (If your indolence is at intense level)
3 - Moderate (If your indolence is at average level)
2 - Slight (If your indolence is at lowest degree)
1 - No Indolence at all (If you do not feel indolence at all)
I experience academic indolence in subject
for …
1. am not motivated to learn due to current
online where I could barely keep up.
2. have poor interest in some topics in
synchronous online class especially for
minor subjects.
3. always feel sleepy in online lectures.
4. faced difficulties in attending online
lectures for the sake of my academic
subjects due to poor internet connection.
5. feel tired to focus on online lectures.
instructors/professors for I…
1. have instructor/s or professor/s that is/are
not humorous towards us.
not attends the online class religiously.
3. have instructor/s or professor/s that didn’t
listen to our ideas during online
discussion.
so serious in every synchronous online
discussion.
not enthusiastic in every online
discussion.
87
I experience indolence in learning activities
for I…
1. feel that the learning activities are
almost not engaging due to current
online class.
2. face hardship in participating
synchronous online learning activities
due to poor internet connection.
3. am not motivated to participate in online
learning activities due to unwelcome
situations.
4. have the mind-set of “bahala na” in
participating online learning activities.
5. feel tired in participating synchronous
online learning activities.
I experience academic indolence to learning
outcomes for I…
1. might have no passion to learn due to hardship
in participating synchronous online class.
2. have low self-esteem that I will learn in
synchronous learning modality.
3. am not motivated to enhance my learning
outcomes as I couldn’t barely keep up in
synchronous class.
4. cannot identify my own strength and develop my
weaknesses for the improvement of my learning
outcomes.
5. have no perseverance for the enhancement of
88
Part IV. Level of Academic Procrastination
Directions: Below are statements about students’ level of academic

procrastination which is the process of postponing any tasks related to academic.
Please indicate your level of academic procrastination by simply putting a check
(✔) mark on the box below that corresponds to your honest answer. Use scale
5 - Always (If you procrastinate or putting off things at all times)

4 - Often (If you procrastinate or put things off frequently)
3 - Sometimes (If you procrastinate or put things off occasionally or
rather than all of the time)
2 - Rarely (If you procrastinate or put things off not often)
1 - Never (If you are not procrastinating at all)
1. Attending to my academic subjects’ scheduled
online meeting.
2. Focusing in online lectures of my academic
subjects.
3. Participating in scheduled online learning
activities.
4. Participating in online class recitation of my
academic subjects.
5. Participating in synchronous learning
assessments of my academic subjects.
B. Instructors/Professors 5 4 3 2 1
I procrastinate to my instructors/professors by…
1. Asking a question for the clarification of a topic.
2. Answering his/her questions with regards to a
topic during online meeting.
3. Talking to my instructor/s or professor/s about
what needs to be passed on during
4. Requesting permission to miss an online
meeting.
5. Saying problems need to be resolved at an
online meeting.
89
I procrastinate the learning activities by…
1. Participating in online group learning activities.
2. Contributing ideas to my fellow group members
in synchronous online learning activities.
3. Sharing my learning outputs in front of my online
classmates.
4. Performing a scheduled live online tasks.
5. Accomplishing synchronous assessment task.
I procrastinate the learning outcomes by…
1. Utilizing my learning in real life situations.
2. Building self-confidence for the betterment of my
learning outcomes.
3. Integrating my apply knowledge and skills at the
end of synchronous lesson.
4. Identifying my weaknesses for their
development that can improve my learning
outcomes.
5. Accomplishing all the given learning activities
and assessments in synchronous online class.
90
APPENDIX D
(Computation of Data)
Ranks
FlexibleLearning N Mean Rank Sum of Ranks
AFSubject Synchronous 140 146.53 20513.50
Asynchronous 140 134.48 18826.50
Total 280
AFInstructors/Professor Synchronous 140 163.27 22857.50
s Asynchronous 140 117.73 16482.50
Total 280
AFLearningActivities Synchronous 140 138.73 19422.00
Asynchronous 140 142.27 19918.00
Total 280
AFLearningOutcome Synchronous 140 150.64 21090.00
Asynchronous 140 130.36 18250.00
Total 280
AISubject Synchronous 140 191.32 26785.00
Asynchronous 140 89.68 12555.00
Total 280
AIInstructor Synchronous 140 184.96 25894.50
Asynchronous 140 96.04 13445.50
Total 280
AILearningActivities Synchronous 140 190.18 26625.50
Asynchronous 140 90.82 12714.50
Total 280
AILearningOutcome Synchronous 140 191.50 26809.50
Asynchronous 140 89.50 12530.50
Total 280
APSubject Synchronous 140 195.99 27438.00
Asynchronous 140 85.01 11902.00
Total 280
APInstructor Synchronous 140 184.69 25856.00
Asynchronous 140 96.31 13484.00
Total 280
APLearningActivities Synchronous 140 197.88 27703.50
Asynchronous 140 83.12 11636.50
Total 280
APLearningOutcome Synchronous 140 196.54 27515.00
91
Asynchronous 140 84.46 11825.00

Total 280
92
93
CURRICULUM VITAE

133 Brgy. Dos, Santa Maria, Laguna
09458193112
jerzonpaolo.lontok@lspu.edu.ph
PERSONAL DATA
Date of Birth : September 23, 1999

Place of Birth : Santa Mesa, Manila
Age : 22
Gender : Male
Name of Parents : Gerardo O. Lontok
Corazon R. Lontok
Name of Siblings : Korina Paola Lontok
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
EDUCATIONAL ATTAINMENT
Tertiary : Bachelor of Secondary Education (BSEd)

Major: Social Studies
Siniloan, Campus
2018-2022
Secondary : Santa Maria Integrated National High School

Santa Maria, Laguna
2012-2018 / Junior and Senior High School
Elementary : Santa Maria Elementary School

Santa Maria, Laguna
2006-2012
94
SEMINARS/TRAININGS ATTENDED
Philippine Professional Standard for Teachers

2021 PPST Training
Siniloan, Laguna
October 19, 2021
34th EDSA COMMEMORATION SEMINAR

“MAGBUBUKAS MULI ANG PINTUAN. MULING BUKSAN ANG ISIPAN
#EDSAContinues #KalayaanPaRin”
Siniloan, Laguna
February 24, 2020
Making Local History Seminar

“Awakening Youth Awareness on Rich Local History of the Philippines”
Siniloan, Laguna
November 24, 2019
2nd Laguna Rizal Youth Leadership Convergence (LRYC)

Siniloan, Laguna
October 28, 2019
Women in Elections and Voters Education

Siniloan, Laguna
September 13, 2019
PinasForward Forum and Bayanihan Federalism Symposium

Siniloan Campus
March 27, 2019
95
Breast Cancer Awareness Seminar

St.Paul II Social Hall, St. Peter and Paul Parish Church
E. Castro St. Siniloan, Laguna
March 13, 2019
Buwan Ng Wika 2019

“Wikang Katutubo: Tungo sa Isang Bansang Filipino”
Siniloan, Laguna
August 29-30, 2019
History Comes Alive: Philippine Constitution

Ayala Museum
Makati, Metro Manila, Philippines
October 27, 2018
EDUC Week 2018

“21st Century Challenges among College of Teacher Education Students Leading
to Professional Community”
Siniloan, Laguna
October 24-26, 2018
Gender Awareness and Sensitivity among NSTP CWTS and ROTC Students
Siniloan, Laguna
September 8, 2018
ORGANIZATIONAL AFFILIATION
2020-2021 : Member
Social Studies Achievers Circle (SSAC)
2019-2020 : Member
2018-2019 : Member
96
AWARDS/RECOGNITIONS RECEIVED
Active Participant
Science Workshop
October 26, 2018
CHARACTER REFERENCE
AMELIA S. BOBADILLA, Ph. D.

Associate, Professor - CTE
Siniloan, Laguna
JOSEFINA T. DE JESUS, Ed. D.

LSPU SC CTE Professor
Siniloan, Laguna
ELAINE ROSE G. NACHON, Ph. D.

Associate Dean- CTE
Siniloan, Laguna
I hereby certify that the information cited above is true and correct to the
best of my knowledge and belief.

Academic Fear Indolence and Procrastinat

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Academic Fear Indolence and Procrastinat

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1

Education is essential, it was the greatest equalizer of a man condition and

and opportunities in every individual in the society. It is the foundation of success

livings, fulfill their dreams, and improve their quality of lives.

asynchronous or the combination of those online classes were implemented

(Cervantes, 2020). As a result academic fear, indolence and procrastination can

them cannot keep up because of their socio-economic status.

Academic fear, indolence, and procrastination plays a vital role on student’s

to manage themselves. Furthermore, it can bring negative consequences to a

issue two possible outcomes, failure or success.

Laguna State Polytechnic University- Siniloan Campus (LSPU-SC) conducted the

flexible learning which composed of asynchronous and synchronous online

researcher ought to reveal the level of academic fear, indolence and

procrastination and its role to level of involvement in flexible learning students

particularly from the College of Teacher Education.

Background of the Study

The Commission on Higher Education has implemented Flexible learning

as an alternative substitute for traditional face-to-face classes to prevent students

flexible learning implemented by CHED and those are asynchronous online,

universities or colleges cannot support the modular learning due to lack of

transportation in delivering printed learning modules in some various areas which

In connection with this, students faced hardship in attending asynchronous

online learning modalities (Quimio et al., 2021). As a consequence, students

flexible learning. Furthermore, the idea of getting academically left behind,

however, is a mental and emotional pressure that many students would do

everything to avoid. These can lead to an academic fear, indolence and

procrastination because students may lacking motivation and can be mentally

Academic fear is resulted by being not mentally well-being due to anxiety

deterioration of mental health (Legg, 2020).

On the other hand, academic indolence is the avoidance of an exertion of

academe is also rampant in flexible learning. Lack of motivation and tiredness is

fuels students to do whatever needs to be done in time. If they don’t have

to keep up in an online learning which is part of the flexible learning (Tsurugano et

Lastly, the academic procrastination which is deferred until tomorrow.

Amidst pandemic, students always procrastinates in their responsibilities in

submit learning activities on time (Delgado, 2021).

affect the level involvement of the learners in a particular learning modality as it

such as judgement, embarrassment, rejections, and failure to preserve their self-

worth (Duchesne & McMaugh, 2016). As a result, learners’ involvement in learning

motivation of the learners to get involved in a particular class discussion. Learners

engagement in learning also decreases (Collie & Martin, 2019).

Temporal Motivation Theory (TMT) was also considered in the study. It is a

strong theory of motivation that stresses that time is a motivational component. It

emphasized the influence of deadlines on proportioning an individual's

a goal and the greater an individual's self-efficacy (expectation), the greater a

person's motivation would be.

energy to accomplish a certain purpose. Piers Steel and Cornelius J. Konig

impulsiveness, and delay. The possibility of success is hope or self-efficacy. The

corresponds to the performance. Impulsiveness is a person's ability to postpone

necessary. In short, if he or she does not like it or is less motivated to do it, a

learning (Steel & Konig, 2006).

This study was conceptualized based on the research paradigm presented

Independent Variable Dependent Variable

Figure 1 Research Paradigm

Figure 1 shows the relationship of the level of involvement in flexible

learning to academic fear, indolence and procrastination of teacher education

students in Laguna State Polytechnic University- Siniloan Campus (LSPU-SC).

Statement of the Problem

academic indolence and academic procrastination in flexible learning among