Quezon City High School

Scout Ybardolaza st. Diliman, Quezon City

THE EFFECTIVENESS OF NEWLY IMPLENTED CLASS SCHEDULE IN QUEZON

CITY HIGH SCHOOL

A RESEARCH PAPER PRESENTED TO THE CLASS OF

MRS. GRACE CRISTOBAL

Researchers:

Arjinal, Jasmine Marie E. Romero, Lance Philip A.

Dela Cruz, Chester P. Sinday, Nichole E.

Delos Santos, Monina Lorane Pamen, John Michael

Navarro, Francene Kean Vicencio, Mike Angelo B.

10-RIZAL
 Chapter 1: Introduction

Background of the Study

"Time is Gold" but for Filipinos, it is common arriving late for work or school due
to the belief which is "Filipino Time". In the past years, Quezon City High School is
facing a dilemma about late students. The school has a high number of students who
are arriving to school late that's why they implemented a new class schedule as a
solution to the students who are coming late.

Quezon City High School has implemented a new 7:30 A.M. class schedule
which means they adjusted half an hour from the previous schedule. The principal
adjusted the time due to the increasing rate of late students every single school year but
despite of the newly implemented schedule, it seems that the number of late students
are increasing instead of decreasing. The line of late reaching from the Mathay Hall to
the Main Entrance of the campus. That's why the Researchers will held a study if the
newly implemented class schedule really helps the students to prevent being late, or
tolerate the behaviour that they possess since day one.

Statement of the Problem

1. What are the causes of students being late in class?

2. How far are these students away from QCHS?

3. How does the newly implemented schedule lessen the students who are coming late
in school?

4. What are the advantages or disadvantages of the newly implemented class

schedule?

5. Does the newly implemented class schedule really helped the students to prevent
being late in class?
Scope and Delimitation

The main focus of this study is to evaluate if the newly implemented class schedule in
Quezon City High School is really effective. Out of 3000 students in Quezon City High
School, only 120 students from 4 different Grade Levels and Sections were chosen to
be the respondents of the research. So that the researchers can determine the
effectiveness of the newly implemented class schedule from different sections in
different grade levels. 3000 is a large number to held research with so the researchers
decrease it to a good amount of 120 students.

Significance of the Study

The results of the study will be a great benefit to the following: Teachers. Data given
will provide information about the students who are arriving late for school. The cause
behind this behaviour and the distance of their house from the school. The result from
this study will enable the teachers to fully evaluate if the newly implemented class
schedule is really effective.

The late students. This study will address the current situation of them being late in
class. This will help evaluate if the newly implemented 7:30 am schedule has more late
students than the original 7:00 am schedule. Data gathered will help the students
changed their bad behavior of being late in class.
 Chapter 2: Review of Related Literature

This chapter presents the list of related studies and literature about class
scheduling. As guidelines to the proponents in order to pursue the topic entitled " The
effectiveness of newly implemented class schedule in Quezon City High School."
Different concept, ideas, generalizations and different development are stated in related
to study of class scheduling.

Diana Zuckerman, Ph.D. stated that in the 1950′s and 1960′s, most schools
started between 8:30-9:00 and many students barely stayed awake all day. By 2000,
many high schools were starting at 7:30 or earlier, and a growing number of studies
showed that these early school schedules can undermine teenagers’ ability to learn, to
drive safely, and to get along with others. They can even increase the likelihood of
smoking, drug abuse, and teen pregnancy. Sleep researchers have found that most
adolescents and adults need more than 9 hours of sleep: we can “get used to” less, and
we might think we’re adjusted to less, but our brains and bodies won’t be doing as well
with less sleep. Those of us who routinely get 6 hours of sleep or less are functioning
just like someone who stayed up 48 hours straight after getting 8 hours of sleep on a
regular basis.

Unfortunately, most schools across the country start much earlier than 8:30. This
is often because they need to coordinate bus schedules across a district that has
elementary, middle, and high schools. It is also because many parents and coaches are
afraid that afterschool sports and other programs will run too late or have to be
eliminated. One solution is to make the changes to school start times at a state level in
order to coordinate afterschool activities and sports throughout the state.
 Juliana Trangia stated that the most schools in the Philippines start their classes
at 7AM. While this would give more time for the subjects in school, some students get
little benefit from this. Because of early classes, the students have to wake up early
resulting to sleep deprivation. This can affect their performance in school. Most students
are sleepy during classes. Some students arrive late, because of the heavy traffic,
especially if the student lives a long distance away from the school. Another thing to
consider is that some students have extra co-curricular activities after classes. With the
number of requirements needed to be done, students tend to go to sleep late. Adding
this to the fact that students need to wake up early shows that the students fail to
achieve 8-10 hours of sleep.

According to a research by Diana Zuckerman Ph.D, students starting and

undergoing puberty tend to have a change in their time of sleep. Some tend to sleep as
late as 12AM. An article in Consumer Affairs discusses the results of a poll by the
National Sleep Foundation that focuses on the sleep patterns of U.S. teenagers.
According to the survey, “only 20 percent of adolescents get the recommended nine
hours of sleep on school nights,” and 45% of the respondents have less than eight
hours of sleep. There are also other consequences of sleep deprivation, as seen by the
results where “28% of high school students fall asleep in school, 22% fall asleep doing
homework, and 14% arrive late or miss school because they oversleep.”

Logan Judy in an article for The Exponent (2014) states that "Early classes aren’t
necessarily the path to better grades, especially not where 7:30 classes are concerned.
They can easily have negative effects on class attendance, sleep patterns and
emotional health." The National Sleep Foundation said that lack of sleep could lead to a
number of consequences, such as a change in behavior and diet, a limit in the ability to
learn and concentrate, as well as illnesses and accidents especially if one is behind the
wheel.

While some would argue that the early time for classes is needed, we should
consider starting classes at 8AM. Having this in the Philippines would solve most of the
problems mentioned earlier. This would give the students not only more time to do the
requirements but also more time to sleep, especially those who have other
involvements in school.

Kelly, P. and Denise, O. stated in March 30, 2016 that public school administrators
are continually looking for ways to boost student achievement. In recent decades, some
school districts have lengthened school days and others have experimented with school
start and end times to try to improve student learning. In late 2014, the American
Academy of Pediatrics took a stance on the issue, recommending that middle schools
and high schools start classes at 8:30 a.m. or later to “align school schedules to the
biological sleep rhythms of adolescents.” This study suggests that students tend to be
more productive in the morning than they are in the afternoon, especially in math.
Education is still chiefly a state and local responsibility, and in most states, requirements
for the public school calendar are articulated in state law and regulation. Most districts
and schools in the United States have settled on a school calendar ranging from 170 to
180 days, five days a week, six and a half hours a day; this has remained the standard
since the 1960s.

Rettig (n.d.) discussed in the “Trends and Issues in High School Scheduling” on
school time issues and how that time should be allocated. Rettig elaborated on the
factors influencing achievement are school, teacher, and the student. He defined the
opportunity to learn as the extent to which the school ensures that the specified
curriculum is being followed and that the curriculum includes content on which student
achievement is assessed (Rettig). Rettig also defined time as the amount of time the
schools dedicate to instruction. He continued explaining the criteria for comparison of
schedules and explaining what various schedules are out there as well as the
advantages to each (Rettig). He discussed some of the mistakes that school make
when a new block schedule is implemented. Some of these examples include flawed
decision making process, poor preparation for teachers, unclear goals, poor schedule
decisions, budget concerns, and a lack of rigorous formal evaluation.

Emily Lietbag and Emily Ryerse stated in 2017 that when it comes to secondary
school scheduling, there are many options. Which schedule is best? It depends on what
you’re trying to accomplish. There are 4 basic steps to schedule development:

* Determine goals

* Understand parameters

* Select underlying structure

* Incorporate flexibility

Block Scheduling

Larger chunks of time for each subject or for interdisciplinary learning. Block
schedules often require rotating subjects in order to accommodate enough time for
each. The range of time for blocks varies and can be anywhere from 75 minutes to as
long as 180 minutes.Students in a 4×4 block schedule have been shown to have higher
achievement in science classes compared to those in a more traditional seven-period
schedule.

Work Sessions.

Big chunks of time wherein students can work on interdisciplinary projects are
crucial. Even if working within a seven- or eight-period day, find ways to combine time
when possible and allow for extended work sessions.

Molina Concepcion and Stoyce Joyner stated in 2019 that time can be
interpreted as a resource and, as such, the amount of time devoted to the education of
children is often examined as a separate and central resource in the educational
process (Baker, Fabrega, Galindo, & Mishook, 2004). However, despite its simplistic
appearance, time in an educational setting is a complex issue. SES funds are used to
extend out-of-class learning opportunities for students in schools that are designated by
No Child Left Behind guidelines as "in need of improvement."

According to Kolbe et al. (2011), more than 180 days is considered an extended
school year and seven or more hours per day is considered an extended day. The
amount of learning time added to the school calendar varies greatly across efforts,
which makes evaluation of effectiveness difficult at best. Pennington (2006) suggested
that if extended-time school models prove successful, state education agencies could
handle the differential costs by adopting a weighted student funding formula that would
provide extra resources for students in greatest need and would specify that an
allowable use of funds would be to expand learning time. It should be evident that many
factors must be in place for an extended-time strategy to be effective.

In order for extended time efforts to engage students in productive learning,

essential elements—strong leadership, rigorous and continuous professional
development, a focus on teacher quality, a positive school culture, and strong family
engagement—must be in place within the school system (Patall et al., 2010). Studies
from the 1990s indicate that block schedules have generally been seen as a method to
alleviate student stress caused by an abundance of academic material, sets of class
rules, class assignments, and disjointed curricula (Carroll, 1990).

Joy Mcregor stated in 2016 that flexible scheduling is not conceptually new,
although it is a new and untested idea in many schools. Shannon (1996) describes the
history and development of the concept through various renditions of AASL standards,
from the 1950s to the 1990s. Donham van Deusen and Tallman (1994) described three
types of scheduling that were apparent in schools responding to their survey on flexible
scheduling: fixed, mixed, and flexible. They defined fixed scheduling as a situation in
which "a group is scheduled to come to the library media center for instruction or use of
resources on a regular basis (often weekly), for a set length of time, frequently for the
school year" Fixed scheduling consists of regularly scheduled class visits, usually on a
weekly visit. Flexible scheduling allows teachers to bring their classes to the library
media center when there is a need for library resources. Other school libraries adopt a
combination approach to scheduling in which some classes or grades follow a fixed
schedule and others visit the library whenever the need arises.

According to the research stated in 2014 that the trimester block schedule, or the
3x5 trimester model, shown in Figure 1.3 divides the year into three 12‐week terms with
five, 70 minute class periods per day. Students take the same classes every day during
the term and earn 0.5 credits per class per trimester. Under the 75‐75‐30 schedule, the
school year is reconfigured to two 75‐day terms (a fall and winter term) and one 30‐day,
intensive term at the end of the school year. The intensive term can be divided into two
15‐day terms with one class each or one 30‐day term with two classes. Naturally, these
classes tend to be longer than 120 minutes. The last term or terms can be used by
teachers to review key concepts with students, for students to make up school work
missed during the longer terms, or for students to take electives or more advanced core
subjects.Consideration of the ideal scheduling model for a particular district or school
depends largely on which schedule matches the districts or school’s priorities with
respect to scheduling flexibility.

Meg Benner and Lisette Partelow stated in February 23,2017 that the teachers in
the United States spend far more time engaged in active instruction than teachers in
other high-performing countries.

While each example schedule varies, there were similarities in how school leaders
and teachers at each school reimagined the use of time. These innovative schedules all
included:

* Additional time for planning and collaboration

* Flexible instructional blocks to differentiate content to student need

* Opportunities for small group instruction or student-directed learning

 Guilmette Elementary School in Lawrence, Massachusetts, added more than 260
hours of instructional time to the school year and built in common planning time by
extending the school day and strategically aligning grade team schedules.

The schedule also allows for targeted intervention and enrichment opportunities
for all students. (see Table 1) Students follow a similar schedule on Mondays through
Thursdays. On Fridays, students participate in high-quality enrichment programming
from noon to 2:30 p.m., which is led by community partners. These enrichment activities
include art, music, yoga, and cooking. Teachers participate in professional development
and planning at that time.

According to a reasearch that the outline of the steps in identification of articles

and reports included in the literature review is presented in the Figure. To be included in
the review, analyses had to include the variable of “school start time” either by
comparing different schools with different start times (cross-sectional) or the same
schools before and after changes in start times (longitudinal). Since the focus of this
review is on the effect of school start times on adolescent students, studies that focused
on elementary school (pre-middle school) students were excluded. Additionally, reports
had to be available in English, but could include schools either in or outside the United
States.
 Chapter 3: Methodology

Research Design

This section aims to discuss the kind of research design the researchers used in this
study. The researchers used a quantitative design, which is concerns gathering data
from a huge number of respondents. A quantitative design of research concerns defined
as a systematic investigation of phenomena by gathering quantifiable data and
performing statistical, mathematical, or computational techniques. The researcher use a
huge number of respondents and only requires data from the respondents who can
suggest intervention which can further resolve the common issue which is the newly
implemented class schedule of QCHS. The method consist of using a questionnaire,
which had undergo a series of test for validation and verification from several expert.

Research Locale

The research locale of the study comprises of the place where the study took place. the
researchers focused on the students of QCHS (Quezon City High School) which is
located on Sct. Ybardolaza Diliman Quezon City.

Participants of the study

The students came from 4 sections which are 7-Adelfa 8-Mangga 9-Narra 10-Spa .
They are the one who respond on the researchers survey.

Research instrument

The instrument that was used in the study is a questionnaire that will be used to know
what is the effect of the newly implemented class schedule of QCHS.

Data Collection And Procedure

Once we decided what design our research is going to based on, it is imperative that
we continue following the systematic procedure and start working on data collection. We
also have decide how we are going to collect a data according to how relevant it can be
in the research as well as its effectiveness.
The first thing that researchers did was to set the questionnaire regarding to the topic.
Members listed down all the questions that researchers wanted to be answered relating
to the topic. Next is we conduct a survey for the respondents we choose.