Isabela National High School – Senior High School 1

Isabela National High School

Senior High School

APPROPRIATENESS OF SEVEN O’CLOCK IN THE MORNING CLASSES

AMONG HIGH SCHOOL STUDENTS IN FIRST ASIA INSTITUTE OF
TECHNOLOGY AND HUMANITIES

A Research Proposal
Presented to
the Faculty of Isabela National High School
Senior High School

In Partial Fulfillment
of the Requirements for the Diploma on
Senior High School
( Strand )

(Names of Researchers)

March 2020
 Isabela National High School – Senior High School 2

Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

The Philippine Education System is currently at the crossroads, faced with many

challenges brought by the new typology set by the Department of Education which aims to

produce quality education for the twenty first century Filipino learners which are all part

of the generation Y, also known as Millenials.

The term Millennial is usually considered to apply to individuals who reached

adulthood around the turn of the 21st century. The precise delineation varies from one

source to another, however. Neil Howe and William Strauss, authors of the 1991

book Generations: The History of America's Future, 1584 to 2069, are often credited with

coining the term. Howe and Strauss define the millennial cohort as consisting of individuals

born between 1982 and 2004.

According to Rouse (2015), millennials grew up in an electronics-filled and

increasingly online and socially-networked world. They are the generation that has

received the most marketing attention. As the most ethnically diverse generation,

millennials tend to be tolerant of difference. Having been raised under the mantra "follow

your dreams" and being told they were special, they tend to be confident.
 Isabela National High School – Senior High School 3

Learning has always been very complex and cognitively taxing task for millenials.

The learning process is always been affected by different factors such as the context of a

student’s school and classes. There are recent educational reform proposals which support

the idea of focusing on how students learn rather than what students’ should learn.

There are various researches which aim to improve the teaching – learning process

in the Philippines, focusing on the changes in the characteristics of entering students,

development of new methods of teaching and learning, and shifts in the knowledge that

society values.

The researcher will look at the context of the school day schedule and will find

whether there may be potential significant improvement on student performance in

reorganizing the school day schedule. Previous research has shown the benefits of similar

academic contexts such as the impacts of moving the first subject of the day, longer school

days, and longer school years on academic achievement (Hansen 2013, Carrell et al. 2011,

Bellei 2009, Marcotte 2007).

The findings from these studies imply that the way in which the school day or

school year is organized is an important aspect of the education production function.

Although the benefits of alternate school organization have been well established across

many disciplines and dimensions (Boergers et al. 2014, Wahlstrom et al. 2014), school

administrators have been hesitant to make changes. Even relatively low-cost changes, such

as start times, haven’t occurred due to constraints caused by bussing schedules and after-

school sports practices and jobs.

 Isabela National High School – Senior High School 4

Given the reluctance to change the way in which the school year or school day is

scheduled, the researcher seek to determine whether the way that students’ courses are

scheduled within the school day has any affect on their academic achievement. By

understanding the role of subject organization throughout the day, school administrators

may have the opportunity to improve student outcomes with a very low cost intervention–

reorganizing the time in which subjects are offered. Similarly, students with some control

over their own schedule could take matters into their own hands and follow a few rules-of-

thumb to put themselves in the best position to succeed.

Background of the Study

If students were found to perform better at one particular time of day, there would

be significant implications for school scheduling. Such a conclusion would warrant studies

of the feasibility of alternative scheduling such as half – day schoolsor school schedules in

which academics were concentrated at this peak time while other non – academic subjects

could be taught at a time when alertness was not as high, if, on the other hand, as research

indicates, time of day preferences are individual in nature, then every effort should be made

to schedule students for academic classes at times when their alertness is at its peak level.

If scheduling prevents such a possibility, however, then the idea of rotating

schedule in which the time for each academic subject changes each day would at least

equalize the learning taking place in schools.

 Isabela National High School – Senior High School 5

To fully understand how the organization of the school can influence academic

achievement, the researcher will take a great deal of related researches done in other

discipline to find whether the time of the morning classes will affect their achievement in

the class. It is important to have a basic understanding of the biology of sleep and

wakefulness.

According to Shapiro (2014), the biological rhythm that governs one’s sleep-wake

cycle is called the circadian rhythm, a hard-wired “clock” in the brain that controls the

production of the sleep-inducing hormone melatonin. During adolescence, there are major

changes in one’s circadian rhythm.

More adult-like patterns of REM sleep develop, there are increases in daytime

sleepiness, and there is a shift in the circadian rhythm toward a more own-like tendency

for later bed and wake-up times Cardinali (2008), Crowley et al. (2007), Carskadon et al.

(1993), Wolfson & Carskadon (1998).

The adolescent body does not begin producing melatonin until around 11 p.m. and

continues in peak production until about 7 a.m., then stops at about 8 a.m. In contrast, adult

melatonin levels peak at 4 a.m. School schedules affect adolescent sleep patterns by

imposing earlier wake-up times that are asynchronous with the circadian rhythm.

That is, the way that most high schools are currently scheduled requires students to

wake up and be alert and focused at a time at which their body wants to be asleep. There

are two main sleep factors that affect mental performance (Williams, 2014). The first is the
 Isabela National High School – Senior High School 6

duration; that is, the number of hours of sleep. Early start times causes students to be sleep

deprived. Several studies find an inverse relationship between sleep and academic

performance at both the secondary and post-secondary level (Curcio et al. 2006, Wolfson

& Carskadon 1998, Trocket et al. 2000).

Correlation studies comparing sleep-wake patterns and academic outcomes for

early versus late starting schools find that students attending later starting schools self-

report more hours slept, less daytime fatigue, and less depressive feelings (Owens et al.

2010, Boergers et al. 2014).

The second sleep factor is the time of day one is expected to function. Regardless

of the duration of 4 sleeps, there are times of the day when a person is more and less alert,

which is related to their circadian timing (Blake 1967). For adolescents, alertness begins in

the late morning, drops off mid-afternoon, and peaks again in the early evening.

The way that classes are currently scheduled may be forcing students to learn at a

time that is asynchronous with their preferred time of day. If learning of certain subjects is

less adversely affected by being done when tired or out of sync with one’s circadian rhythm

than other subjects, then there exists an opportunity to rearrange the class schedule to

improve overall achievement. A number of studies have explored the role of school start

times on academic achievement.

Using student-level data from Clemson University, Dills & Hernandez-Julian

(2008) find that even when controlling for student and course characteristics, students
 Isabela National High School – Senior High School 7

perform better in classes that meet later in the day. Wahlstrom (2002) examined the effect

of the start time change at Minneapolis Public School district from 7:15 a.m. to 8:40 a.m.

She finds that the policy change had a positive effect on attendance and an insignificant

improvement on grades.

Hinrichs (2011) takes advantage of the same policy change, instead comparing the

outcomes of students to those in St. Paul (Minneapolis’ twin city) where start times were

not changed. His results suggest no effect of school start time on academic achievement.

Edwards (2012) studied the effect of start times on middle school students and

found that a one hour delay in start times leads to a three percentile point gain in both math

and reading test scores for the average student.

Finally, Carrell et al. (2011) study the role of school start times at USAFA by

utilizing two policy changes in the daily schedule during a three year period. They find that

starting the school day 50 minutes later increases overall academic achievement by about

one-tenth of a standard deviation and that performance throughout the day is affected by

early start times.

Another related set of studies has focused on productivity in the workplace. The

most relevant of this research is the work on changes in productivity and safety between

day and night shifts (Smith et al. 1994). Folkard & Tucker (2003) find that productivity

and safety declines during the night shift and is relatively constant for day shifts and that

the likelihood of sustaining an injury is 5 23 percent higher at night.

 Isabela National High School – Senior High School 8

Additionally, many studies have found that sleep deprivation in medical residents

decreases their performance (Veasey et al. 2002). Philibert (2005) finds as much as one

standard deviation decrease in performance due to high levels of sleep deprivation.

However, no research has been done on how productivity varies within a given shift.

Two studies have assessed the differential impact of morning classes on

achievement across course subjects. Cortes et al. (2012) utilize the essentially random

variation between students in the ordering of classes over the day at Chicago Public High

Schools and find that having a class first period significantly reduces grades in that course,

and that having math in first period reduces test scores in all subjects and reduces grades

in future math classes as well.

In a similar vein, Pope (2014) uses data from Los Angeles County schools to

determine how secondary-school students perform in morning versus afternoon courses.

Pope found out that learning monotonically decreases throughout the school day and that

having a morning instead of afternoon math or English class increases a student’s GPA by

0.072 and 0.032 points, respectively.

While many studies have suggested changes to make to school schedules based on

knowledge about adolescents’ circadian rhythm and time preferences, no study has been

able to assess how these scheduling differences actually affect students in practice.

Every day is always a challenge for First Asia Institute of Technology and

Humanities students to hit seven o’clock in the morning classes on time, there is an
 Isabela National High School – Senior High School 9

increasing number tardiness among high school students and it now causes a major uproar

in the institution.

Adjusting the morning class schedule will benefit the students who are finding

difficulty to attend early morning classes. But, changing community habits based on

conventional wisdom can be difficult and needs to be handled confidently. Current early

start times have determined timing of other activities (bus transportation and student

athletics, for example) and organizers of these activities may resist change.

There are undoubtedly pragmatic reasons to avoid change. These are not reasons,

however, for stakeholders to avoid considering options for reasonable and appropriate

changes to school start times.

Theoretical Framework

This study is based on the following theories and assumption:

Circadian Rhythm and Cycle

The biological rhythm that governs our sleep-wake cycle is called the circadian

rhythm, a hard-wired “clock” in the brain that controls the production of the sleep-inducing

hormone melatonin. During adolescence, there are major changes in one’s circadian

rhythm. More adult-like patterns of REM sleep develop, there are increases in daytime

sleepiness, and there is a shift in the circadian rhythm toward a more own-like tendency
 Isabela National High School – Senior High School 10

for later bed and wake-up times Cardinali (2008), Crowley et al. (2007), Carskadon et al.

(1993), Wolfson & Carskadon (1998).

The adolescent body does not begin producing melatonin until around 11 p.m. and

continues in peak production until about 7 a.m., then stops at about 8 a.m. In contrast, adult

melatonin levels peak at 4 a.m. School schedules affect adolescent sleep patterns by

imposing earlier wake-up times that are asynchronous with the circadian rhythm. That is,

the way that most high schools are currently scheduled requires students to wake up and

be alert and focused at a time at which their body wants to be asleep.

According to Williams (2014), there are two main sleep factors that affect mental

performance. The first is the duration; that is, the number of hours of sleep. Early start

times causes students to be sleep deprived. Several studies find an inverse relationship

between sleep and academic performance at both the secondary and post-secondary level

(Curcio et al. 2006, Wolfson & Carskadon 1998, Trocket et al. 2000). Correlational studies

comparing sleep-wake patterns and academic outcomes for early versus late starting

schools find that students attending later starting schools self-report more hours slept, less

daytime fatigue, and less depressive feelings (Owens et al. 2010, Boergers et al. 2014). The

second sleep factor is the time of day one is expected to function. Regardless of the duration

of leep, there are times of the day when a person is more and less alert, which is related to

their circadian timing (Blake 1967). For adolescents, alertness begins in the late morning,

drops off mid-afternoon, and peaks again in the early evening.

 Isabela National High School – Senior High School 11

The way that classes are currently scheduled may be forcing students to learn at a

time that is asynchronous with their preferred time of day. If learning of certain subjects is

less adversely affected by being done when tired or out of sync with one’s circadian rhythm

than other subjects, then there exists an opportunity to rearrange the class schedule to

improve overall achievement.

Conceptual Framework

The direction that this study will follow is presented in Figure 1 using a flowchart.

It includes the input construct which is the profile of the respondents in terms of their age,

gender and grade level.

Moreover, the process construct includes that of the activities of the respondents

before sleeping and after waking up whether there is a significant relationship between

these activities and the academic achievement of the respondents. Furthermore, the study

also includes the identification of the positive and negative effects of having seven o’clock

in the morning classes and relate

Lastly, is the output construct wherein an intervention program will be proposed

based on the findings of the positive and negative effects of having seven o’clock in the

morning classes to obtain the most appropriate time for the first subject of the day for the

students.
 Isabela National High School – Senior High School 12

Profile of the Significant

The activities of the relationship between
respondents in terms
respondents before the before sleeping
of:
sleeping and after and after waking up
- Age;
waking up activities and
- Gender;
academic
- Grade level achievement of the
respondents

Positive and negative effects of

having seven o’clock in the
morning classes

Proposed intervention
program to attain the
most appropriate time
for the start of morning
classes based on the
findings

Figure 1
The Research Paradigm
 Isabela National High School – Senior High School 13

Statement of the Problem

This study will seek to assess the appropriateness of seven o’clock in the morning

classes among the high school students of First Asia Institute of Tehcnology and

Humanities.

Specifically, it will determine the following questions:

1. What is the profile of the respondents in term of:

1.1 . Age

1.2 . Gender

2. What are the activities of the respondents before sleeping and after waking up?

3. Is there a significant relationship between the sleeping and after waking up

activities and academic achievement of the respondents?

4. What are the positive and negative effects of having seven o’clock classes?

5. Based on the findings, what intervention program can be proposed to attain the most

appropriate time for the start of morning classes?

 Isabela National High School – Senior High School 14

Hypothesis

H0: There is no significant relationship between the seven o’clock in the morning

classes and the academic achievements of the students.

Ha: There is a significant relationship between the seven o’clock in the morning

classes and the academic achievements of the students.

Scope and Delimitations of the Study

The study will check the appropriateness of seven o’clock in the morning classes

in First Asia Institute of Technology and Humanities considering the before sleeping and

after waking up activities of the respondents and find the significant relationship of these

activities to the academic achievements of the respondents.

Moreover, the proposed intervention program will only be based on the findings of

the positive and negative effects of seven o’clock in the morning classes, profile and the

activities before and after sleeping and the significant relationship of these activities to the

academic achievement of the respondents only.

The academic achievement of the respondents will be measured in terms of their

individual performances.

This study says nothing about how teaching and learning ability change throughout

the day.
 Isabela National High School – Senior High School 15

Significance of the Study

Some school districts have responded by starting schools a little later, but traditions

are difficult to change and many have been reluctant to have high schools start later in the

morning and end later in the afternoon. Starting at puberty, many children’s biological

“circadian” rhythms change.

Millenials start staying up later at night and sleeping later in the mornings. There

are individual differences, but most millenials “naturally” feel awake later at night, making

it difficult to go to sleep before 10 p.m.

According to the research conducted By Zuckerman (2017), most adolescents need

more than 9 hours of sleeps, but our brains and bodies won’t be doing as well with less

sleep. Those people 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.

Falling asleep in class makes it impossible to learn, but that is not the biggest

problem for sleepy students.

More common, less noticeable, and therefore much more of a problem is that

students who don’t get 8-9 hours of sleep find it more difficult to concentrate in class and

their ability to remember on things that they heard or read.

 Isabela National High School – Senior High School 16

This study envisions to provide intelligible and significant insights for the academe,

research and extension, most specifically for the following people.

Students. For them to complete the 8 – 10 hours sleep and the shift in their circadian

rhythm will happen on the most appropriate time, so that their body will operate at a

maximum level of alertness during classes.

Parents. For them to have more time to rest as they will be the ones who will assist

their kids in preparation to school.

Teachers and Administrators. For them to have more time with their families at

home, and more time preparing for their first class in the morning. This will also improve

the ultimate goal of education which is to bring the best academic environment and

situation to the students thru the teachers and administrators as they improve the education

system of the school.

Definition of Terms

The following are the terms which are used conceptually and operationally to give

a deeper understanding of the problem at hand.

Academic Achievement. This means conceptually, the extent to which a student,

teacher or institution has achieved their short and long term educational goals (Ward,

1996). Operationally, it is the extent to which a student performs inside the class.
 Isabela National High School – Senior High School 17

Millenials. Conceptually and operationally, this means the demographic cohort

following Generation X. This is usually considered to apply to individuals who reached

adulthood around the turn of the 21st century (Strauss, 1991).

Typology. Conceptually, it is a classification according to general type, especially

in archaeology, psychology, or the social sciences (Merriam – Webster). Operationally, it

is the type of education set by the Department of Education, K to 12 specifically.

 Isabela National High School – Senior High School 18

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the summary of literature and studies that have relevance to

the present study. They are viewed by the researcher to gain deeper insights into the field

of study. It is from these materials that the concept of this work was based and formed. It

also bears the conceptual framework where this study was anchored.

Related Literature

The following key concepts are all related literature, both foreign and local, about

appropriateness of seven o’clock in the morning classes among high school students in

First Asia Institute of Technology and Humanities are presented in this review.

Foreign

Often people are quick to say whether they believe they are a morning person or a

night owl. Sayings such as “the early bird catches the worm” promote this time of day

preferences and are spoken by millions.

Dunn et. al (1989), asserted that people do have peak times of the day. Circadian

rhythms are affected by such biological functions as changes in body temperature levels of

testosterone or estrogen over the course of the day. Variations in alertness because of

biological factors potentially have direct repercussions for all students.

 Isabela National High School – Senior High School 19

In the early 1990s, medical research found that teenagers have biologically different

sleep and wake patterns than the preadolescent or adult population. On the basis of that

information, in 1997, the seven comprehensive high schools in the Minneapolis Public

School District shifted the school start time from 7:15 a. m. to 8:40 a. m. Wahistrom (2002)

examined that change, finding significant benefits such as improved attendance and

enrollment rates, less sleeping in class, and less student-reported depression.

According to Barron (1994), alertness and attentiveness are affected by the time of

day preferences. A review of relevant literature indicated that preferences are significant

in predicting performance levels for students and that matching students with peak times

is not only beneficial for academic subjects, but also influences discipline and test – taking.

Teachers are also shown to have ideal times of day that may affect their teaching abilities.

Biological data has emphasized specific times of day in which people are most alert. One

of the first daily rhythms noted by scientists was the progressive rise in body temperature

over the course of the day. According to Biggers (1980), for the majority of people, a low

point is reached around 2:00 a.m., and a peak is reached in the middle of the afternoon

followed by another gradual fall until bedtime. Many scientists have related this body

rhythm to job performance over the span of the day. Not all people have this particular type

of temperature rhythm, though.

Biologists suggest that the peaks and slumps in temperature are related to task

performance. If this is the case, school schedules do not benefit all students because not all
 Isabela National High School – Senior High School 20

students reach their peak times during the power morning hours in which most educators

try to tackle the most important and difficult subjects.

Local

As reported by the Philippine Star Global on their news report dated September 26,

2014, a group of private school owners proposed to the Department of Education to start

classes after 8:00 in the morning for students to absorb the subjects better.

The Federation of Association of Private Schools and Administrators stated that

high school students who report to school at 6:00 or even 7:00 in the morning need to be

shaken up or have to be told of funny anecdotes by teachers for them to start listening in

classes for major subjects, usually given in the first hours of the day. This antiquated belief

in the schools wherein the major subjects such as English, Math, Science, Filipino and

History are placed early in a day as recommended by “experts” that the absorptive power

of students is quite effective in the morning.

The current set up of the Philippine Education schedule will show that the minor

subjects are taught later in a day which according to the finding is the time when kids are

all perked up only to learn Physical Education, Home Economics and Livelihood

Education.
 Isabela National High School – Senior High School 21

According to Kasilag (2014), most of our teenagers finish the last full show on

televisions, browse the net and update every minute on their Facebook accounts and sleep

only around past midnight.

So, in the early morning, they listen to the lesson as they daydream in the classroom

from 6 a.m. to 8 a.m.. More than two long hours are lost every day among high school

students.

By simply telling students to go to bed earlier so that they are fully functional at

such an early hour is ineffective because biological changes brought about by puberty make

it impossible for the students to fall asleep before 11 p.m.

Starting at 8:30 a.m. will also help in decongesting the monstrous traffic in Tanauan

City because of the time that students begin to get into the streets and all workers and

employees are already in their respective offices.

Related Studies

The following key concepts are all related studies, both foreign and local, about

appropriateness of seven o’clock in the morning classes among high school students in

First Asia Institute of Technology and Humanities are presented in this review.
 Isabela National High School – Senior High School 22

Foreign

In 1974, Dunn and Price developed a self – report tool by which students could

identify their own learning styles called the Learning styles Inventory. The Learning Styles

Inventory, or LSI, is a self – report instrument based on a rank ordering of choices for each

of 104 items for use with grades 3-12. The inventory is made up of true/false questions ,

many of which are similar in nature to allow checking for a students’ consistency in

answering. Questions are geared to assess all the learning style preferences mentioned in

Dunn’s definition of learning styles (1951). Twenty out of the one hundred four questions

included in the inventory questions were about time of day preferences. The inventory went

through six years of testing and revision in order to substantiate that it could validly and

reliably indentify grade 3-12 students’ preferences in learning styles

Educators have come to acknowledge that each student carries around a unique set

of preferences that define his or her optimal mode of learning. Traditionally, educational

researchers have tried to ascertain the best method of education for all students. Today,

research is moving toward focusing on individual students rather than one best method for

all students. Advocates of learning styles theory ascertain that one type of learning format

is not going to meet the needs of all students because each individual learns best through

an educational approach that matches his or her unique learning style.

According to Dunn (1985), one-fifth of high school students are most alert in the

early morning, one – third only after 10:00 to 10:30 a.m., and another one-third not until

the afternoon. By the time students reach adulthood, their ideal times are usually late
 Isabela National High School – Senior High School 23

morning or afternoon. High school student’s peak times shift more to late morning and late

night. Many studies report this general trend in preferred time of day and the associated

change with age, but there are significant differences in individual preferences for all age

groups, while group averages are important to note, it is impossible to say that all students

in one particular age group will learn best at one particular time of day.

Several researchers have suggested that the traditional school schedule favors

students who are most alert in the mornings,(Dunn et. al. 1979, Marcus 1979, Price et al.

1981). In a study designed to test whether or not students with high reading achievement

scores showed a preference for certain learning styles, preferred time of day was found to

be one of the learning styles that did correspond to student achievement in reading. Those

students with the highest reading achievement scores indicated a preference for learning

other than the traditionally acknowledged morning power time. Students with lower scores

showed a preference for late morning learning.

Several studies report that when students are matched with their preferred time of

day, they perform significantly better in school. In a study conducted by an elementary

school in Suffolk County, New York, elementary students were placed in a two – year

program for their math and reading classes in which they were matched with their peak

time for one of the subjects and mismatched for the other each year. Students performed

significantly better both years in the subjects that matched their preferred time of day

(Bruno and Dunn, 1985). Other research goes so far as to suggest the best times of day for

teaching specific subjects based on short and long term memory retention. Morton and
 Isabela National High School – Senior High School 24

Kreshner devised a study in which thirty – six normal learning disabled, and educable

retarded children were assigned randomly to morning and afternoon sessions of a lesson

calling for memorization. Both normal and learning impaired students were able to recall

more information processed incidentally in the afternoon group (1985) . Time of day

preferences can also affect other school issues such as discipline and standardized testing.

In a study conducted by a New York principal, truancy was greatly reduced by assignment

the truant population, the majority of whom, when tested, showed that early morning was

their least energetic time of day, to classes after 10:00 a.m. (Dunn and Bruno 1985).

A principal in Greensboro, North Carolina used a learning style inventory which

showed many different kinds of preferences among students (lighting, time of day,

kinesthetic preferences, etc. ) to implement a program to help boost standardized test

scores. After studying the inventories, teachers decided to schedule subjects in order to

teach at times when the majority of students were most alert. The most immediate outcome

of the changes was a vast improvement in behavior. Test scoreds also steadily gained after

the program was approved and implemented (Klavas, 1994).

Local

Philippine schools are always looking for innovations that increase productivity

with little to no increase in inputs. History has proven that simple innovations such as

assembly lines, rotation, changes in incentive structures, and other simple practices have

been successful at increasing student’s learning efficiency. By using such methods,

students are becoming more academically prepared.

 Isabela National High School – Senior High School 25

According to Montinola (2014) in a study in De La Salle University – Manila,

Mathematics in the first two periods of the school day instead of the last two periods

increases the grades of the students. The increase of student grades is equivalent to the

increase of teacher quality by one-fourth standard deviation or half of the gender gap. There

are no clear systematic difference in the time of day effect between boys and girls, older

and younger students, students with high and low educated parents, or low and high

performing students. The time of day effect may be caused by changes in teachers’ teaching

quality, changes in student’s learning ability or differential student attendance. The time of

day effect my be interpreted as differential productivity during different parts of the day

due to the circadian rhythm; stamina effects, with decreasing productivity the longer a

student is at school; or structure effects such as lower productivity after lunch break. The

finding that productivity is higher in the late morning than the afternoon allows for

efficiency gains to be obtained. There are two dimensions in which students and schools

can move along to create efficiency gains.

The first is by moving tasks and classes that are more affected by the time of day

to the morning and moving other tasks and classes to the afternoon. The results show that

moving some math classes to the late morning and other classes, like English, to the

afternoon could increase students’ grades and test scores. The second dimension to create

efficiency gains is by moving classes believed to be more important by individuals or

schools to the morning. Constraints on the supply of teachers in a given subject limit how

many middle schools and high schools can move along both of these dimensions. These

constraints are less binding for lower graders.

 Isabela National High School – Senior High School 26

Relevance of the Related Literature and Studies to the Present Study

The related literature and studies is somehow relevant to the present study in a sense

that the literatures and studies mentioned above talks about the most appropriate time of

the day for the start of classes. Research has indicated that due to changing sleep patterns

during adolescence, academic gains can be achieved by starting school later. Carrel,

Maghakian, and West (2011) use random assignment of college classes and find that

having one hour earlier start times decreases students’ GPA by 0.031 to 0.076 standard

deviations. Similarly, Dills and Hernandez – Julian (2008) find that even when controlling

for course and student characteristics, students perform worse in earlier classes. Edwards

(2012) uses variations in school start times produced by staggered busing schedules and

finds that starting school an hour later increases test scores by 2 percentage points.

The mentioned studies and researchers have common conclusion, later start times

increase student’s achievement because students are less sleep deprived. School start times

affect the average learning in a day but not differential learning throughout the day.
 Isabela National High School – Senior High School 27

Chapter III

RESEARCH METHODOLOGY

Research Design

This research will employ the descriptive survey method. The survey method will

use to check the appropriateness of seven o’clock in the morning classes for high school

students of First Asia Institute of Technology and Humanities.

According to Kowalczyk (2013), descriptive research is a study designed to depict

the participants in an accurate way. More simply put, descriptive research is all about

describing people who take part in the study.

Descriptive research endeavors to describe systematically, functionally, accurately

and objectively a situation, problem or phenomena (Garcia, 2003).

The elements of design included identification of the variables of interest, the group

of subjects/respondents where the variables were applied, and the estimation procedure to

determine the extent of relationship.

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Materials and Equipment (for laboratory experimental studies)

• 2.5 kg Eggshells

• 2.5 kg Susong Pilipit

• Gauzes

Procedures (for laboratory experimental studies)

Setting and Participants (for non-laboratory experimental studies)

The participants of the study will be the 889 students or the 100% of the total

population of the students in FAITH Catholic School – High School Department of First

Asia.Institute of Technology and Humanities.

Research Instruments (for non-laboratory experimental studies)

The scales and items that will be use in the questionnaire will be formulated

accordingly. Part 1 will describe the profile of the respondents in terms of age, gender and

grade leve. Meanwhile, part 2 will illustrate the activities of the respondents before sleeping

and after waking up. Furthermore, part 3 will describe the relationship between the before

sleeping and after waking up activities to the academic achievements of the students.

Lastly, for part 4, it will describe the positive and negative effects of having seven

o’clock in the morning classes.

 Isabela National High School – Senior High School 29

Data Gathering Procedure

The researcher will formulate the objectives, body and questionnaire of the study.

Then, the board of panelists will screen and validate all the necessary information that has

been formulated.

Then, the researcher will send a letter of request to the institution that will undergo

the study. After the approval of the school head, the researchers identified the students who

answered the questionnaire.

After the series of evaluation and validation of the instrument, the researcher will

distribute it to the participants after discussing the main objective of the study.

Then, after the collection of the answered questionnaire, the researcher will tally

and interpret the results.

Statistical Treatment of Data

All data gathered will be tallied, encoded and interpreted using descriptive and

correlation statistics. These include frequency distribution, weighted mean and Pearson’s

Correlation analysis.
 Isabela National High School – Senior High School 30

Chapter IV

Presentation, Analysis and Interpretation of Data

This chapter presents the data together with its analyses and interpretations. They

are presented, analyzed and interpreted by the researcher to gain deeper insights into the

field of study. It is from these results that the summary, conclusion and recommendations

of this work was based and formed.

Table 1
Degree of Effectiveness of the Technology-driven Teaching Strategies

Technology – driven Teaching Strategies Used WM VI Rank

1. Utilized a visual presentation with examples of Highly
images and texts like PowerPoint 3.86 Effective 1
2. Directed to relevant internet sites for Highly
supplementary learning 3.85 Effective 2
3. Posted/Sent assignments, deadlines and lectures to Highly
personal emails 3.61 Effective 5
4. Created a networking site group for collaborative Highly
learning , updates and announcements 3.78 Effective 3
5. Used a video/tutorial demonstration for interactive Highly
learning 3.70 Effective 4
6. Required students to download sample images Highly
relevant to the lesson 3.57 Effective 6
7. Used Audio Video Presentation relevant to the Highly
lesson 3.56 Effective 7
Highly
Composite Mean 3.70 Effective
Legend: 3.50 – 4.00 – Highly Effective (HE); 2.50 – 3.49 – Effective (E); 1.50 – 2.49 –
Less Effective (LE);1.00 – 1.49 – Not Effective (NE)
 Isabela National High School – Senior High School 31

Table 1 shows the degree of effectiveness of the technology – driven teaching

strategies. As seen from the table, all the stated items were rated to be highly effective. The

item utilized a visual presentation with examples of images and texts like PowerPoint

ranked first with the weighted mean of 3.86. It was followed by the item directed to relevant

internet sites for supplementary learning with the weighted mean of 3.85. On the other

hand, the item used audio video presentation relevant to the lesson ranked least among the

seven items stated with the weighted mean of 3.70. One of the most convenient technology

– driven teaching strategies on both party, the students and the teachers, is the use of power

point presentation maybe that is one reason why it ranked first among the other technology-

driven teaching strategies. Using PowerPoint presentations become the primary and

frequently used technology-driven strategies in the class which directed and assisted the

students in learning the concepts, theories and technical aspects of the course.

The respondents’ assessments concurred with the Excerpt from Technology in the

Secondary Science Classroom published by NSTA Press (2008) which reported that,

students who viewed a number of the subject specific video clips scored higher on content

–knowledge tests than did students receiving instruction “in the usual manner” without the

video clips.

Table 2
 Isabela National High School – Senior High School 32

Factors that affect the Effectiveness of Technology – Driven Teaching Strategies in

Biological Science Classes
Institutional/Departmental Factors WM VI Rank
1. Malfunctioning of LCD Projector 2.19 SS 3
2. Absence of Internet Connection 2.30 SS 2
3. Absence of Computers/Handheld Computers 2.15 SS 4
4. Absence of sound system inside the class room 2.33 SS 1
Composite Mean 2.24 SS 1
Self/Student Factors
1. Unavailability of personal e-mail address 2.09 SS 2
2. Irregular use of personal e-mail account 2.14 SS 1
3. Unavailability of any account on any networking sites 1.42 NP 5
4. Irregular use of any networking sites account 1.79 SS 3
5. Absence of personal computer, ipad and other handheld computers 1.37 NP 6.5
6. Lack of knowledge in creating a power point presentation 1.37 NP 6.5
7. Lack of knowledge in downloading pictures and videos regarding the
subject 1.46 NP 4
Composite Mean 1.66 SS 3
Faculty/Facilitator-Centered Factors
1. Fails to produce artistic and creative presentations 2.35 SS 1
2. Fails to produce informative presentations 1.88 SS 4
3. Fails to send us communication thru emails/networking sites account 1.47 NP 6
4. Fails to deliver relevant videos, images, portfolio against the subject
matter 2.09 SS 2
5. Lack of knowledge in operating technological equipment 2.02 SS 3
6. Fails to consistently integrate the technology-driven strategies in the
learning process 1.85 SS 5
Composite Mean 1.94 SS 2
Overall Composite Mean 1.95 SS
Legend: 3.50 – 4.00 – Very Serious (VE); 2.50 – 3.49 – Serious (S); 1.50 – 2.49 – Slightly Serious (SS);
1.00 – 1.49 – Not a Problem (NE)

Table 2 shows the factors that affect the effectiveness of technology-driven

teaching strategies in biological science subject. It was divided into three sub-factors

namely, institutional / departmental factors, self / student factors and faculty / facilitator –

centered factors. In institutional / departmental factors, the absence of sound system inside

the class room ranked first with the weighted mean of 2.33. The absence of internet

connection ranked second with the weighted mean of 2.30. While the malfunctioning of

LCD projector ranked third with the weighted mean of 2.30, and absence of

computers/handheld computers ranked fourth. With the composite mean of 2.24 and a
 Isabela National High School – Senior High School 33

verbal interpretation of slightly serious, this implies that lack of support in facilities affect

the use of technology-driven teaching strategies in enhancing biological science subject.

Technology and Education Reform Archive reported that quite a bit of technical

support is needed in schools where all or most teachers are using technology, particularly

if new or experimental systems are involved or extensive use is made of computer

networks.

At least five kinds of technical assistance are necessary: helping in planning for

technology uses and acquisitions; providing training on how to use new hardware and

software; providing demonstrations and advice on how to incorporate technology into

instruction; providing on-demand help when software problems or hardware failures arise;

and performing low-level maintenance on the system.

In the second sub-factor, self / student factors, irregular use of personal e-mail

account ranked first with the weighted mean of 2.14 and a verbal interpretation of slightly

serious. Unavailability of personal e-mail address ranked second with the weighted mean

of 2.09 and a verbal interpretation of slightly serious. On the other hand, the two lowest

items included in self / student factors tied in rank 6.5 and verbally interpreted as not a

problem are absence of personal computer, ipad and other handheld computers and lack of

knowledge in downloading pictures and videos regarding the subject. Ramanau, et. al.

(2010) reported that patterns in student uses of digital technologies do vary across groups

of respondents both at the level of expectations and actual reported frequencies of use,

although the extent of this variation depends on the particular demographic group. Students

thus came to university with certain views on their prospective experiences of digital and
 Isabela National High School – Senior High School 34

networked experiences and these views seemed to contribute to their uses of digital

technologies in the future.

The third and last, faculty / facilitator – centered factors, implies that the faculty or

the facilitator is not greatly affecting the effectiveness of the technology – driven teaching

strategies in biological science classes with a composite mean of 1.94 and a verbal

interpretation of slightly serious. Fails to produce artistic and creative presentations ranked

first with a weighted mean of 2.35 with the verbal interpretation of slightly serious. Fails

to deliver relevant videos, images, portfolio against the subject matter ranked second with

the weighted mean of 2.09 and verbally interpreted as slightly serious. On the other hand,

failure to send students communication thru emails/networking sites account ranked least

with a weighted mean of 1.47 and verbally interpreted as not a problem

In general, an overall composite mean of 1.94 confirms that factors that affect the

effectiveness of technology – driven teaching strategies in biological science classes are

slightly serious but still need to be addressed. These factors affect the execution of the

technology-driven teaching strategies resulting to difficulty in student learning process.

Chapter V

Summary, Conclusions and Recommendations

SUMMARY

This study entitled “Integration of Technology in Enhancing Teaching Strategies

in Navigation Subjects” sought to assess the technology-driven teaching strategies in

Maritime Subjects in Lyceum of the Philippines University - Batangas.

 Isabela National High School – Senior High School 35

Specifically, it determined the effectiveness of the integration of technology in the

attainment of student learning objectives in maritime subjects; it identified factors that

affects the Effectiveness of Integration of Technology in Teaching Strategies in maritime

subject encountered during the execution of the technology integrated teaching strategies

under institutional/departmental-factors, self/student-centered factors and

faculty/facilitator factors; it identified the relationship between the Effectiveness of the

Technology-Integrated Teaching Strategies and factors affecting it; and proposed a

Teachers’ Guide in the use of Technology-Driven Teaching Strategies in the teaching-

learning. The respondents of the study were the one hundred sixty-five (165) of the total

population of the students enrolled in Navigational Subjects-Maritime Subjects (First

Semester, SY: 2015 – 2016) of Lyceum International Maritime Academy – Batangas. All

data gathered will be tallied, encoded and interpreted using descriptive and correlation

statistics.

These include frequency distribution, weighted mean and Pearson’s Correlation

analysis. Based from the generated results and findings, the following conclusions were

drawn.

First, respondents believed that Integration of Technology Teaching Strategies used

were effective.

Second, the study yielded that the most of the respondents agreed with the

Institutional/Departmental Factors and Faculty/Facilitator-Centered Factors affecting the

effectiveness of Integration of Technology in Enhancing Teaching Strategies in Navigation

Subjects.
 Isabela National High School – Senior High School 36

Third, lack of knowledge in downloading pictures and videos regarding the subject,

lack of knowledge creating a power point presentation, and lack of knowledge in installing

simulation software were the Self/Student Factors affecting the effectiveness of Integration

of Technology in Enhancing Teaching Strategies in Navigation Subjects disagree by the

respondents. Lastly, a teaching guide was proposed to enhance the teaching strategies in

navigation subjects.

CONCLUSIONS

Based from the generated results and findings, the following conclusions were

drawn.

1. The technology-driven teaching strategies were highly effective; specifically, the

PowerPoint presentation being in the first rank and the use of audio video

presentation relevant to the lesson as the least in the ranking.

2. There are slightly serious problems encountered by the students in relation to

execution of the technology-driven teaching strategies under

institutional/departmental, self/student and lecturer/facilitator factors.

RECOMMENDATIONS

In view of the foregoing findings and conclusions, the following recommendations

are made.

1. If the situation permits, power point presentation may always be part of the

teacher’s teaching process partnered with images that will explain the content of
 Isabela National High School – Senior High School 37

the texts, audio-video clips may also be integrated along the presentation. These

integrations will surely enhance the effectiveness of the technology-driven teaching

strategies.

2. To address the lecturer/facilitator factors that affect the effectiveness of the

technology-driven teaching strategies, the lecturers/facilitators may undergo

workshops and may attend seminars regarding integration of technology in the

teaching process.

3. The next researchers may study the relationship between the frequency of use,

effectiveness of the technology-driven teaching strategies and the problems

encountered by the students.

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use-google-docs-in-the-classroom.html

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https://www.mindtools.com/CommSkll/ActiveListening.html.

Nadig, L.A. (2010). Listening Skills Acquisition. Retrieved from

http://www.drnadig.com/listening.html.

Rusmania N.I. (2012). Using Peer Editing To Improve Students’ Writing Skill.
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