Academic Performance in Math and Science-Related Subjects of Grade 12 Students in Relation To Class Schedules

TITLE: ACADEMIC PERFORMANCE IN MATH AND SCIENCE-RELATED
SUBJECTS OF GRADE 12 STUDENTS IN RELATION TO CLASS SCHEDULES
Academic Performance in Math and Science-related Subjects of
Grade 12 Students in Relation to Class Schedules
An Investigatory Project Presented to the
Faculty of Tarlac National High School
Tarlac City
Carrillo, Thracian Harley

Lamputi, Eljan Michael
Mendoza, Jezreel
Proponent
Arman Serrano
Research Adviser
Tarlac National High School – Main

October 21, 2019
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TABLE OF CONTENTS
PRELIMINARIES
TITLE PAGE …………………………………………………………….. 1
TABLE OF CONTENTS………………………………………………… 2
LIST OF TABLES………………………………………………………… 3
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND
Introduction……………………………………………………….……………4
Statement of the Problem…………………………………………..……….......5
Significance of the Study…………………………………….………...……….6
Scope and Delimitation………..………………………………………………. 6
Definition of Terms……………………………………..…………………..…. 7
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature……………………………………..………………….……. 7
Related Studies………………………………………………………………..... 13
CHAPTER 3: MATERIALS AND METHODS
Research Design……….………………..…………………………….…..........18
Research Locale…………………………………………………………..…….19
Materials ………………………………………………………………….……19
Subject of the Study ………..…………………………………………..............20
Procedure of the study…………………………………………………………20
Data Analysis Procedure………………………..……………………………....21
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BIBLIOGRAPHY ………………………………………..………………………….....22
ACKNOWLEDGEMENT……………………………………………...........................25
DEDICATION……………………………………………………………………… 26
LIST OF TABLES
Table
1 Materials and Fundings ………………………………………..………….12
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
Sleep pattern and a person’s waking up behavior change significantly over years during
adolescent. Sleep time and schedule greatly affects the performance on how the brain works on
different time in a day. In this study, the researcher aims to seek the relation on how the class
schedules affects the class performance in terms of how they excel on their math and science-
related subjects.
A regular sleeping pattern of an adolescent student to function on average is 7 and 7 1/4
hours. However, based on a study they need 9 and 9 1/2 to function better on class but it might
be interrupted by shift in sleep schedule. For this reason, class schedules affects the sleeping
habits of a student and may cause sleep loss. Sleep loss is cause by increasingly later bedtime
caused by social and school obligations, and early time on school. Some effects of sleep loss due
to class scheduling are:
1.) Mood.- sudden shifts of emotions of the student.This affects on how a student
socialize on school.
2.) Behavior – students that are sleep deprived are also more likely to engage in
problematic behavior.
3.) Cognitive ability- inadequate sleep will cause in problems with attention, memory,
decision making, reaction time, and creativity, that is needed to excel on a class.
4.) Academic performance – some causes tardiness/absences of a student and mainly on
how they performed poorly on class.
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According to Melody Wilding, brain performs at its peak on certain time in a day. The
best way to learn something new, the effective time to learn is generally between 10:00 am to
2:00 pm then again from 4:00 pm to 10:00 pm. On the other hand, the lowest learning valley
occurs between 4:00am to 7:00 am. Basing on this study, coping up of students with their math
and Science-related subjects may be differ with one another based on time of subject’s schedule.
STATEMENT OF THE PROBLEM
This study aims to identify the different effects of schedules to the academic performances
of Grade 11 STEM students in Tarlac National High School (Main) School Year 2019-2020.
Specifically, this will seek to answer the following questions:
1. What are the effects of schedules on the academic performances in their Specailized
Subjects of students in terms of:
1.1 AM Schedule
1.1.1. Math and Science-related subjects
1.2. PM Schedule
1.2.1. Math and Science-related subjects
2. What are the implications of the study to the overall academic performance of students?
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SIGNIFICANCE OF THE STUDY
The current scheduling system in several schools practice splitting their senior high school
students into sections with different schedules, one starting in the morning, and the other starting
in the afternoon. With this in mind, the researchers conducted this study to determine the better
schedule among the two.
To the students, this research will help the students by giving them better
judgement on which schedule to pick when given the opportunity.
To the teachers, this research will help the teachers by giving them better
understanding on which schedule to make adjustments for teaching in order to even out the
performance difference.
SCOPE AND DELIMITATION OF THE STUDY
The main purpose of the study is focused in determining the correlation present in the
academic performance of Grade 12 STEM students of Tarlac National High School (Main) in
their math and Science-related subjects to their class schedule, specifically classes between 6:00
a.m. to 12:00 p.m. (known as the A.M. class) and 11:00 a.m. to 6:00 p.m. (known as the P.M.
class).
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DEFINITION OF TERMS
Math and Science-related Subjects. These are the subjects STEM students are taught to be
better at than any other subject thought, such as Physics, Chemistry, and Disaster Readiness and
Risk Reduction.
A.M. Schedule. Schedule of Grade 12 STEM students where class starts at 6 am.
P.M. Schedule. Schedule where Grade 12 STEM students where class starts at 11am
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review of literature and data of the research work which contains
literature from books, periodicals, published and printed theses, and dissertations and native and
foreign studies that are associated with the current study which aims to serve as evidence.
RELATED LITERATURE
According to Onyper, Thacher, Gilbert, and Gradess (2012), path analysis was used to
examine the relationship between class start times, sleep, circadian preference, and academic
performance in college students. Constant observations in middle and high school students,
college students with later class start times slept longer, experienced less daytime sleepiness, and
were more able to attend class. Chronotype was an important moderator of sleep schedules and
daytime functioning; those with morning preference went to bed and woke up earlier and
functioned better throughout the day. The benefits of taking later classes did not enhance their
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academic performance, however; grades were somewhat lower in students with predominantly
late class schedules. Furthermore, students taking later classes were at greater risk for increased
alcohol consumption, and among all the factors affecting academic performance, excessive
alcohol intake exerted the strongest effect. Thus, these results indicate that later class start times
in college, while allowing for more sleep, also increase the likelihood of alcohol misuse,
negatively affecting academic performance.
In an article made by Gomes, Tavares, and de Azevedo (2011), the researchers examined
the associations of sleep patterns with multiple measures of academic achievement of
undergraduate university students and tested whether sleep variables emerged as significant
predictors of subsequent academic performance when other potential predictors, such as class
attendance, time devoted to study, and substance use are considered. A sample of 1654 (55%
female) full-time undergraduates 17 to 25 yrs of age responded to a self-response questionnaire
on sleep, academics, lifestyle, and well-being that was administered at the middle of the semester.
Additionally, self-reported measures of academic performance showed a final grade for each
student was collected at the end of the semester. Univariate analyses found that sleep phase,
morningness/eveningness preference, sleep deprivation, sleep quality, and sleep irregularity were
significantly associated with at least two academic performance measures. Among 15 potential
predictors, stepwise multiple regression analysis identified 5 significant predictors of end-of-
semester marks: previous academic achievement, class attendance, sufficient sleep, night outings,
and sleep quality (R2 = 0.14 and adjusted R2 = 0.14, F(5, 1234) = 40.99, p < .0001). Associations
between academic achievement and the remaining sleep variables as well as the academic, well-
being, and lifestyle variables lost significance in stepwise regression. Together with class
attendance, night outings, and previous academic achievement, self-reported sleep quality and
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self-reported frequency of sufficient sleep were among the main predictors of academic
performance, adding an independent and significant contribution, regardless of academic
variables and lifestyles of the students.
According to Wolfson and Carskadon (2008), sleep and waking behaviors change
significantly during the adolescent years. The objective of the study was to describe the relation
between adolescents' sleep/wake habits, characteristics of students (age, sex, school), and
daytime functioning (mood, school performance, and behavior). A Sleep Habits Survey was
administered in homeroom classes to 3,120 high school students at 4 public high schools from 3
Rhode Island school districts. Self‐reported total sleep times (school and weekend nights)
decreased by 40–50 min across ages 13–19, ps < .001. The sleep loss was due to increasingly
later bedtimes, whereas rise times were more consistent across ages. Students who described
themselves as struggling or failing school (C's, D's/F's) reported that on school nights they obtain
about 25 min less sleep and go to bed an average of 40 min later than A and B students, ps
< .001. Additionally, students with worse grades reported greater weekend delays of sleep
schedule than did those with better grades. Furthermore, this study examined a priori defined
adequate sleep habit groups versus less than adequate sleep habit groups on their daytime
functioning. Students in the short school‐night total sleep group (<l6 hr 45 min) and/or large
weekend bedtime delay group (>120 min) reported increased daytime sleepiness, depressive
mood, and sleep/wake behavior issues, ps < .05, versus those sleeping longer than 8 hr 15 min
with less than 60 min weekend delay. Altogether, most of the adolescents' surveyed do not get
enough sleep, and their sleep loss interferes with daytime functioning.
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In an article made by Lima, Medeiros, and Araujo (2002), it is stated that the sleep-wake
cycle of students is characterized by delayed onset, partial sleep deprivation and poor sleep
quality. Like other circadian rhythms, the sleep-wake cycle is influenced by endogenous and
environmental factors. The aim of the study was to determine the effects of different class
starting times on the sleep-wake pattern of 27 medical students. The data were collected during
two medical school semesters having different class starting times. All subjects answered the
Portuguese version of the Horne and Östberg Morningness/Eveningness Questionnaire, the
Pittsburgh Sleep Quality Index (PSQI) and kept a sleep diary for two weeks during each
semester. Better sleep quality (PSQI = 5.3 vs 3.4), delayed sleep onset (23:59 vs 0:54 h) and
longer sleep duration (6 h and 55 min vs 7 h and 25 min) were observed with the late schedule. It
was also found that reduced sleep durations during weekdays and extended sleep durations
during weekends. This pattern was more prominent during the semester with the early class
schedule, indicating that the students were more sleep deprived when their classes began earlier
in the morning. These results require further investigation regarding the temporal organization of
our institutions.
According to Gullo and Clements (2015), a study was conducted to compare the relative
effects of an everyday, half-day, and an all-day, alternate day, kindergarten schedule on
academic achievement, classroom social behavior, and attendance. Children (A = 99) attending a
half-day schedule were compared to children (A = 98) attending an all-day schedule. No
differences were found in entry developmental level. No significant differences were found on
any achievement variables as measured by the Metropolitan Readiness Test or on attendance
data. Of the 15 behavior factors measured by the Hahnemann School Behavior Rating Scale,
only originality and independent learning differed significantly. Possible reasons for these
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differences, teachers' perceptions regarding the two schedules, and the implications of the results
for kindergarten programming are discussed.
A literature made by Klein (2007) describes research comparing scholastic success in the
morning and afternoon in elementary and high schools. The present study examines the
relationship between time of day and scholastic performance in middle school. The progress of
850 seventh and eighth grade students in academic subjects taught at different hours of the day
was studied. Mean achievement, as shown in final grades, rose moderately from morning lessons
to those conducted at later hours. Significant but temporary declines in achievement were
observed immediately after the 10:00 recess and again during the 13:00 lesson. Variance within
classes increased sharply during the day. Previous studies attributed such changes to biological
rhythms. This paper indicates that many diurnal changes in scholastic performance may be
clarified by integration of concepts of biological rhythms with current theories with respect to
attention level. Implications of these findings for planning daily school schedules are discussed.
A literature done by Herbert, PhD., Landin, and Solmon (2013) examined the effects of
practice schedule manipulations implemented in an instructional setting on the performance and
learning of low- and high-skilled, students. College undergraduates (N = 83) enrolled in 5 tennis
classes completed a pretest on the forehand and backhand ground strokes, practiced these skills
under a blocked or alternating schedule, and then computed, a posttest. Results shows that
practice schedule effects on learning were influenced by student ability. Low-skilled students
assigned to the blocked schedule had higher posttest scores than those assigned to the alternating
schedule, whereas no significant differences were found for high-skilled, students. These
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findings are discussed in relation to previous applied and laboratory-based, findings and as a
means for manipulating practice difficulty in teaching physical education.
According to Pope (2016), increasing the efficiency of the school system is a primary
focus of policymakers. It was analyzed how the time of day affects students’ productivity and if
efficiency gains can be obtained by rearranging the order of tasks they perform throughout the
school day. Using a panel data set of nearly 2 million sixth- through eleventh-grade students in
Los Angeles County, the researcher perform within-teacher, class type, and student estimation of
the time-of-day effect on students’ learning as measured by GPA and state test scores. It was
found that given a school start time, students learn more in the morning than later in the school
day. Having a morning instead of afternoon math or English class increases a student’s GPA by
0.072 (0.006) and 0.032 (0.006), respectively. A morning math class increases state test scores
by an amount equivalent to increasing teacher quality by one-fourth standard deviation or half of
the gender gap. Rearranging school schedules can lead to increased academic performance.
In an article made by Bottge, Gugerty, and Serlin (2003) purpose was to compare the
effects of traditional and block schedules on the academic achievement of high school students
with and without disabilities. Achievement data were collected from the cumulative records and
Individual Education Plans of 160 students with disabilities and the cumulative records of 460
students without disabilities. Achievement was measured by students' GPA; state-mandated tests
in reading language, math, science, and social studies; and college entrance ACT Results showed
no difference on all comparisons between students with disabilities attending block-scheduled
high schools and students with disabilities attending traditional-scheduled high schools. Similar
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results were found for students without disabilities. Teachers on both schedules reported high
levels of satisfaction and comparable amounts of time on instructional activities.
A study was conducted by Gullo, Bersani, Clements, and Bayless (2011), aim to compare
the relative effects of three different kindergarten schedules on children's end-of-the-year
achievement and prosocial classroom behaviors. Subjects included 82 children attending “all-day”
kindergarten, 79 children attending “alternate-day” kindergarten, and 55 children attending “half-
day” kindergarten. No significant differences were found among the three groups on a test of
entry level development. At the end of the year, the children attending “all-day” kindergarten
scored significantly higher than either of the other two groups on a test of achievement. Children
attending “alternate-day” kindergarten were rated significantly lower by their teachers on
negative social behavior factors than children in either of the other groups. Possible reasons for
these differences and implications for kindergarten programming are discussed.
RELATED STUDIES
A study researched by Klett, C. J. (2016) focusing on how Performance of high school
students is related on the Edwards personal preference schedule, collected the normative data of
a high school population in the course of investigating performance on Edwards Personal
Preference Schedule. The researcher gathered the function of IQ, grade, sex, and differential
social class membership to find the relationship on how it affects the performance of a student in
those various groups.
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The similarity of his study in this study, both researcher looked for independent variables
that may affect the performance of a student in a class. In contrast, his study used other variables
and have different type of population used in the study.
In the recent study of Reardon et al. (2014) on The effect of four different class schedule
formats on students' earned grades, expected grades and evaluations of teaching, the study
evaluated the difference of earned grades of students compared to expected grades based on four
different class schedule. The researcher grouped the students into two groups with different time
schedule. After the experiment, two groups gave their evaluation on the instructors and the
researcher collected the scores of students and compared to the expected value.
Parallel to his study, researchers gathered data on how schedule affects the scored scores
of students. In opposition of this study, the researcher gathered information will be compared
directly between the two groups to get the desired data.
A research worked by Kolchakov K.(2012) sought the Approach for performance
improvement of class of algorithms for synthesis of non-conflict schedule in the switch nodes.
The results provided the improvement of class algorithms to non-conflict schedule by
eliminating of nil solutions. The researcher investigated the performance algorithm by using a
software models and special input matrixes.
Complementary to that study, performance of class is carefully investigated and
evaluated but contrarily that study used special device to investigate the class performance and
eliminate nil solutions that effects performance.
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The latter research study of Amy R Wolfson I.,Mary A Carskadon (2003) examine the
Understanding adolescent's sleep patterns and school performance: a critical appraisal. The
researcher assessed the relation of sleep patterns, sleep quality, and school performance of
adolescents attending middle school, and college. The researcher specifically looked at certain
variables to get the desired results. The findings resolutely indicated that shortened total time of
sleep/wake schedules are directly correlated to poor academic performance throughout the year
levels.
The studies are similar on the topic that is being researched but had difference between
the population used and this study focuses on specialized subjects.
The recent study of Dewald J., et al. (2010) discussed The influence of sleep quality,
sleep duration and sleepiness on school performance in children and adolescents. The researcher
used a set of variable such as; gender, age, and parameter assessment, and examined separated
groups to find the relation of learning memory and school performance of adolescent to
insufficient sleep, poor sleep quality and sleepiness. The result showed that all variables related
to sleep has influence to school performance of adolescence.
This study is similar to study tackled on how sleep schedule correlated on academic
performance but in contrary the study of Dewald J. focuses on the variables only related to sleep
patterns.
In a study conducted by Dueker, Goldstein, Hasher, and Kim (2001) titled “Children’s
time of day preference: age, gender and ethnic differences”, where the researchers tested children
of ages 8-16 years for their time preference and its’ relation to age, gender, and ethnicity. The
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study showed that gender doesn’t have significant difference, while ethnicity has significant
difference among older children, however at the age of 13, the children seem to shift from
morning preference to evening preference.
The study has provided significant information about the time preference of children.
However, the study being conducted has late adolescent students whiles this study has early to
mid-adolescence teens.
Frech and Randler (2009) wrote a journal article titled “Young People’s time-of-day
preferences affecting their school performance”. In the article, 811 students given test to provide
the researchers information about the respondents upon their morningness or eveningness.
Taking this to account, the researchers have found that there is a significant difference to the
grades, which ends the article concluding that students who prefer morning time performed
better in schools than those who prefer evening time.
The article has provided significant information regarding the students’ time preference
and academic performance. However, this study, in contrast to theirs, seeks to gain information
on the academic performance of students’ with different schedules, whiles the other tackles
students’ difference in preferred schedules
Cowell et al. (2012) have conducted a study entitled “Circadian rhythms in executive
function during transition to adolescence: The effect of synchrony between chronotype and day”
which tested 80 11-14-year-old participants, half of which have morning preference and the other,
evening preference. The study shows that participants tested at preferred times often garnered
better scores than when they aren’t.
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Although this study has provided information on executive performance on different
schedules, the study being conducted has participants on the age of 17-18, which is already at
nearing the end of their adolescence, wherein this study have participants only transitioning to
adolescence.
In a study conducted by Hahn, Hasher, Goldstein, Wiprzycka, and Zelazo (2007) titled
“Time of day, Intellectual Performance, and Behavioral Problems in Morning Versus Evening
type Adolescents: Is there a Synchrony Effect?”, the researchers tested 80 adolescents with
different time preferences in time in different times which resulted in them performing better in
tests wherein they were tested in their preferred time of day.
This study has provided information on academic performance on different schedules.
However, the study being conducted doesn’t take into account the eveningness or morningness
of its’ participants, instead, it test them on times of day wherein they are assigned to by their
school.
Cheng et al. (2007) has conducted a study titled “Association between morningness-
eveningness and behavioral/emotional problems among adolescents”, where the researchers
tested 1332 students ages 12-13, their time preference and relate some behavioral problems like
substance use and suicidality. The study shows that evening preference may be a sign of
behavioral problems.
While the study provided substantial information about time preference and behavioral
problems, the study being done is finding a relation between academic performance and schedule
of learning.
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Conceptual Framework
A conceptual framework is an analytical tool with several variations and contexts. It is
used to make conceptual distinctions and organize ideas. Strong conceptual frameworks capture
something real and do this in a way that is easy to remember and apply. The conceptual
framework shows how academic performance is being correlated by independent variables.
Independent Dependent
Class Schedule Academic Performance
A.M Physics
P.M Chemistry
Disaster Risk and

Readiness
Chapter 3
METHODOLOGY AND SOURCES OF DATA
RESEARCH DESIGN
This research applies the correlational design where researchers measures two variables,
understands and assess the statistical relationship between them with no influence from any
extraneous variable (Bhat, 2019).
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The study will determine the academic performance of Grade 12 STEM students of
Tarlac National High School in their math and science-related subjects from different class
schedules.
In this study that uses correlational research design the researchers will determine the
correlation of academic performance of students to their class schedule.
LOCALE OF THE STUDY
The study “Academic Performance in Math and science-related Subjects of Grade 12
Students in Relation to Class Schedules" will be conducted to determine if there is a significant
relationship between the Academic performances of Grade 12 STEM students in their math and
science-related subjects with their class schedule.
The research will be conducted in Tarlac National High School (Main).
MATERIALS AND FUNDING
The researchers will use the materials below for the accomplishment of the study,
Academic Performance in Math and science-related Subjects of Grade 12 Students in Relation to
Class Schedules. These are the following:
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Table No.1 Materials and Fundings
Materials Needed: Price (peso)
Bond Paper 30
Printing 60
TOTAL: 90
SUBJECT OF THE STUDY
Thirty (30) students of separate class schedule from three different sections will be
evaluated of their academic performance by getting their grades in each math and science-related
subject on the first quarter of the current school year.
DATA GATHERING INSTRUMENT
The instrument that will be used in this research is the grade performance of Grade 12
STEM students in math and science-related subjects. In this way, the researcher will gather the
data of their performance and will be correlated statistically.
RESEARCH PROCEDURE
The study begins with the subjects taking the first blood test as it is checking that there is
no any sign of illness then the subjects will be taking their diet wherein all three of them should
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be able to acquire high blood pressure. Another blood test will be taken to check that the subjects
experience high blood pressure.
As the subjects are having high blood pressure, treatment will undergo differently as
rabbit 1 will be the controlled variable, rabbit 2 will be the treatment 1 wherein 50% garlic
extract will be taken and lastly rabbit 3 as treatment 2 taking in 100% of the garlic extract.
For the last time, third blood test will conclude to determine do the activity of garlic
extract depends on the amount or concentration and the effectiveness as well.
DATA ANALYSIS PROCEDURE
The data acquired through documentary analysis after the blood testing will be analyzed
and computed thoroughly by the researchers. For the study, quantitative data analysis will be
used to display analytical and logical reasoning in examining the figures provided to support or
reject the hypothesis of the research project.
In line with this, the researchers will use T-Test of Difference for Correlated Samples to
determine the relationship of the untreated and treated samples using garlic extract.
21
BIBLIOGRAPHY
Related Literature
Onyper, S., Thacher, P., Gilbert, J., & Gradess, S. 2012. Class Start Times, Sleep, and
Academic Performance in College: A Path Analysis. Chronobiology International: The Journal
of Biological and Medical Rhythm Research, Vol. 29, (pp. 318-385). Retrieved from:
https://doi.org/10.3109/07420528.2012.655868
Gomes, A., Tavares, J., & de Azevedo, M. 2011. Sleep and Academic Performance in
Undergraduates: A Multi-measure, Multi-predictor Approach. Chronobiology International: The
Journal of Biological and Medical Rhythm Research, Vol. 28, (pp. 786-801). Retrieved from:
https://doi.org/10.3109/07420528.2011.606518
Wolfson, A., Carskadon, M. 2008. Sleep Schedules and Daytime Functioning in
Adolescents. Child Development, Vol. 69, (pp. 875-887). Retrieved from:
https://doi.org/10.1111/j.1467-8624.1998.tb06149.x
Lima, P.F., Medeiros, A.L.D., and Araujo, J.F. 2002. Sleep-wake pattern of medical
students: early versus late class starting time. Brazilian Journal of Medical and Biological
Research, Vol. 5, (pp. 1373-1377). Retrieved from: http://dx.doi.org/10.1590/S0100-
879X2002001100016
Gullo, D., Clements, H. 2015. The Effects of Kindergarten Schedule on Achievement,
Classroom Behavior, and Attendance. The Journal of Educational Research, Vol. 78, (pp. 51-61).
Retrieved from: https://doi.org/10.1080/00220671.1984.10885572
22
Klein, J. 2007. Planning middle school schedules for improved attention and achievement.
Scandinavian Journal of Educational Research, Vol. 48, (pp. 441-450). Retrieved from:
https://doi.org/10.1080/0031383042000245825
Herbert, E., PhD., Landin, D., & Solmon, M. 2013. Practice Schedule Effects on the
Performance and Learning of Low- and High-Skilled Students: An Applied Study. Research
Quarterly for Exercise and Sport, Vol. 67, (pp. 52-58). Retrieved from:
https://doi.org/10.1080/02701367.1996.10607925
Pope, N. 2016. How the Time of Day Affects Productivity: Evidence from School
Schedules. Review of Economics and Statistics, Vol. 98, (pp. 1-11). Retrieved from:
https://doi.org/10.1162/REST_a_00525
Bottge, B., Gugerty, J., & Serlin, R. 2003. Block and Traditional Schedules: Effects on
Students With and Without Disabilities in High School. NASSP Bulletin, Vol. 87, (pp. 2-14).
Retrieved from: https://doi.org/10.1177/019263650308763602
Gullo, D., Bersani, C., Clements, D., & Bayless, K. 2011. A Comparative Study of “All-
day,” “Alternate-day,” and “Half-day” Kindergarten Schedules: Effects on Achievement and
Classroom Social Behaviors. Journal of Research in Childhood Education, Vol. 1, (pp. 87-94).
Retrieved from: https://doi.org/10.1080/02568548609594910
Amy R Wolfson & Mary A Carskadon (2003) examine the Understanding adolescent's
sleep patterns and school performance: a critical appraisal. Retrieved from
23
http://www.sleepforscience.org/stuff/contentmgr/files/52a3d7d8fccfd8d14eb35108b5ef8f67/pdf/
wolfson_carskadonsmr2003.pdf
Dewald J., et al. (2010). The influence of sleep quality, sleep duration and sleepiness on
school performance in children and adolescents. Retrieved from
https://teensneedsleep.files.wordpress.com/2011/03/dewald-et-al-the-influence-of-sleep-quality-
sleep-duration-and-sleepiness-on-school-performance-in-children-and-adolescents-a-meta-
analytic-review.pdf
Klett, C. J. (2016). Performance of high school students is related on the Edwards
personal preference schedule. Retrieved from http://dx.doi.org/10.1037/h0046612
Kolchakov K.(2012). Approach for performance improvement of class of algorithms for
synthesis of non-conflict schedule in the switch nodes. Retrieved from
https://dl.acm.org/citation.cfm?id=1839421
Mindell, J.A. & Owens, J.A. (2003). Sleep in Adolescents. Retrieved from
https://www.nationwidechildrens.org/specialties/sleep-disorder-center/sleep-in-adolescents
Reardon et al. (2014). The effect of four different class schedule formats on students'
earned grades, expected grades and evaluations of teaching. Retrieved from
https://eric.ed.gov/?id=EJ1063134
Wilding, M. (2017). Science Says These Are the Best Times to Learn and Create for Optimal
Success. Retrieved from https://www.inc.com/melody-wilding/the-best-times-to-learn-and-
create-according-to-science.html
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Wolfson,A. & Carskadon, M. (2008). Sleep Schedules and Daytime Functioning in Adolescents.
Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.1998.tb06149.x
ACKNOWLEDGEMENT
A successful journey is not just marked by the accomplishment of a challenging task, but
also of the great joy knowing the people who helped you reach the top with great efforts and
passion to be of help. Our voyage towards the completion of this research paper will never be
possible without the people who inspired us not to stop. Our desire to work harder, think wiser,
give our best and aim for success that sharpened our skills as researchers made us into what we
have become and along the way are the people behind our back, constantly pushing us beyond
our limits for victory.
We would like to acknowledge the incomparable effort of our research adviser, Mr.
Arman Z. Serrano who had been very patient and supportive of us and who allotted much of his
effort and time to help us in the completion of this correlational project. Without hus guidance,
we may not be able to accomplish much of the standard test required for our project. Thank you
very much!
To our dear parents, who unconditionally supported us emotionally and financially and
above all, thank you Lord God, for the intelligence, healthy body, patience, perseverance and
strong faith that in spite of our busy schedule in the class, we made it to the finish line.
4A successful journey is not just marked by the accomplishment of a challenging task,
but also of the great joy knowing the people who helped you reach the top with great efforts and
passion to be of help. Our voyage towards the completion of this research paper will never be
possible without the people who inspired us not to stop. Our desire to work harder, think wiser,
25
give our best and aim for success that sharpened our skills as researchers made us into what we
have become and along the way are the people behind our back, constantly pushing us beyond
our limits for victory.
We would like to acknowledge the incomparable effort of our research adviser, Mrs.
Ruby Ana T. Pineda who had been very patient and supportive of us and who allotted much of
her effort and time to help us in the completion of this investigatory project. Without her
guidance, we may not be able to accomplish much of the standard test required for our project.
Thank you very much!
To our dear parents, who unconditionally supported us emotionally and financially and
above all, thank you Lord God, for the intelligence, healthy body, patience, perseverance and
strong faith that in spite of our busy schedule in the class, we made it to the finish line.
DEDICATION
This thesis is dedicated to our parents who have never failed to give us financial and
moral support, for giving all our needs during the time we developed our system and for teaching
us that even the largest task can be accomplished of it is done one step at atime.
The project is dedicated to our Research Adviser Mr. Arman Z. Serrano without his
support and counsel we could not have completed this process.
26

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TITLE: ACADEMIC PERFORMANCE IN MATH AND SCIENCE-RELATED

SUBJECTS OF GRADE 12 STUDENTS IN RELATION TO CLASS SCHEDULES

Academic Performance in Math and Science-related Subjects of

Grade 12 Students in Relation to Class Schedules

An Investigatory Project Presented to the

Faculty of Tarlac National High School

Carrillo, Thracian Harley

Tarlac National High School – Main

TITLE PAGE …………………………………………………………….. 1

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Statement of the Problem…………………………………………..……….......5

Significance of the Study…………………………………….………...……….6

Scope and Delimitation………..………………………………………………. 6

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

CHAPTER 3: MATERIALS AND METHODS

Subject of the Study ………..…………………………………………..............20

Procedure of the study…………………………………………………………20

Data Analysis Procedure………………………..……………………………....21

1 Materials and Fundings ………………………………………..………….12

THE PROBLEM AND ITS BACKGROUND

A regular sleeping pattern of an adolescent student to function on average is 7 and 7 1/4

to class scheduling are:

4.) Academic performance – some causes tardiness/absences of a student and mainly on

how they performed poorly on class.

STATEMENT OF THE PROBLEM

Specifically, this will seek to answer the following questions:

Subjects of students in terms of:

1.1.1. Math and Science-related subjects

1.2.1. Math and Science-related subjects

SIGNIFICANCE OF THE STUDY

schedule among the two.

judgement on which schedule to pick when given the opportunity.

SCOPE AND DELIMITATION OF THE STUDY

REVIEW OF RELATED LITERATURE AND STUDIES

negatively affecting academic performance.

the associations of sleep patterns with multiple measures of academic achievement of

female) full-time undergraduates 17 to 25 yrs of age responded to a self-response questionnaire

predictors, stepwise multiple regression analysis identified 5 significant predictors of end-of-

performance, adding an independent and significant contribution, regardless of academic

variables and lifestyles of the students.

Portuguese version of the Horne and Östberg Morningness/Eveningness Questionnaire, the

effects of an everyday, half-day, and an all-day, alternate day, kindergarten schedule on

half-day schedule were compared to children (A = 98) attending an all-day schedule. No

any achievement variables as measured by the Metropolitan Readiness Test or on attendance

for kindergarten programming are discussed.

practice schedule manipulations implemented in an instructional setting on the performance and

means for manipulating practice difficulty in teaching physical education.

by an amount equivalent to increasing teacher quality by one-fourth standard deviation or half of

no difference on all comparisons between students with disabilities attending block-scheduled

levels of satisfaction and comparable amounts of time on instructional activities.

the relative effects of three different kindergarten schedules on children's end-of-the-year

kindergarten, 79 children attending “alternate-day” kindergarten, and 55 children attending “half-

attending “alternate-day” kindergarten were rated significantly lower by their teachers on

these differences and implications for kindergarten programming are discussed.

A study researched by Klett, C. J. (2016) focusing on how Performance of high school

a high school population in the course of investigating performance on Edwards Personal

those various groups.

and have different type of population used in the study.