EFFECTS OF SHORTENED CLASS HOURS TO THE ACADEMIC

PERFORMANCE OF THE GRADE 10

STUDENTS OF OLSHCO

A Quantitative Research
presented to the Faculty of Senior High School Department
OUR LADY OF THE SACRED HEART COLLEGE OF GUIMBA, INC.
Guimba, Nueva Ecija, Philippines

In partial fulfillment of the requirements in

RESEARCH PROJECT

Carbonell, Kyla Laine L.

Carganilla, Joshua G.
Domingo, Axelle Eldrei A.

Grade 12 HUMSS – St. John of the Cross

ANJO A. BOLASOC, LPT

Research Adviser

MARCH 2021

1
 ABSTRACT

This study explores the effects of shortened class hours to the academic

performance of the Grade 10 Students of OLSHCO. It aims to identify if there is a

significant effect between shortened class hours and the academic performance

of the students as well as the extent in which it affects the latter.

We cannot deny the fact that instructional hours are important for a

student when we speak of their learning. Related literatures state that shortened

class hours have detrimental effects to the students’ learning. But some

literatures suggest that such have some positive effects to the well-being of the

students.

The researchers made use of questionnaires to gather necessary data

needed for this research. Then, statistical analysis of data was used to interpret

the gathered data from the respondents which are the Grade 10 Students of

OLSHCO.

Results showed that shortened class hours have a significant effect on the

academic performance of students as well as positive effects to it. From there,

the researchers concluded that shortened class hours have an effect on the

academic performance of the Grade 10 students of OLSHCO.

2
 ACKNOWLEDGMENT

First and foremost, the researchers would like to extend their sincere

praise and gratitude to God, the Almighty, for his blessing throughout doing the

research, to successfully complete it.

The researchers would like to express their deep and sincere gratitude to

their research adviser, Mr. Anjo A. Bolasoc for giving them the opportunity to do

research and providing invaluable guidance throughout this research project. It is

a great privilege and honor to work and study under his guidance. Researchers

are very grateful for what he has given about.

The researchers would also like to give sincere thanks to the respondents

who answered wholeheartedly and honestly to the questions provided for them.

3
 TABLE OF CONTENTS

Title Page ------------------------------------------------------------------------------------------ 1

Abstract -------------------------------------------------------------------------------------------- 2

Acknowledgement ------------------------------------------------------------------------------ 3

Table of Contents ------------------------------------------------------------------------------- 4

Chapter 1: Introduction

Background of the Study ----------------------------------------------------------------------- 6

Statement of the Problem ---------------------------------------------------------------------- 7

Scope and Delimitations ------------------------------------------------------------------------ 7

Significance of the Study ----------------------------------------------------------------------- 8

Conceptual Framework ------------------------------------------------------------------------- 9

Chapter 2: Review of Related Literature

Related Literature ------------------------------------------------------------------------------- 10

Definition of Terms ----------------------------------------------------------------------------- 13

Chapter 3: Methodology

Research Design --------------------------------------------------------------------------------

15

The Sample -------------------------------------------------------------------------------------- 15

The Instrument ---------------------------------------------------------------------------------- 16

Data Collection Procedure --------------------------------------------------------------------

16

Plan for Data Analysis ------------------------------------------------------------------------- 17

Chapter 4: Presentation and Analysis of Data -------------------------------------- 19

4
 Chapter 5: Conclusions and Recommendations

Conclusions -------------------------------------------------------------------------------------- 22

Recommendations ------------------------------------------------------------------------------

23

Bibliography

References --------------------------------------------------------------------------------------- 25

Appendices --------------------------------------------------------------------------------------- 27

5
 Chapter I
INTRODUCTION

This chapter of the paper presents the problem and its setting. It includes

the background of the study, the statement of the problem, significance of the

study, its scope and delimitation, and the conceptual framework of the study.

BACKGROUND OF THE STUDY

Attending class is one of the essentials of being a student. It is one of the

many ways a student learns his lesson. During class hours, interaction between

the teacher and his or her students happen, which is important when we speak of

learning. But sometimes, class hours are lessened due to some important

matters. The shortening of the hours of classes can sometimes, if not often, be

experienced by students in sequence to the announcement made by the school.

There can be reasons for the cause of such situation. Shortening of class hours

can be the result of urgent meetings of the members of the faculty, hindering the

teachers from entering their respective classes; school programs and activities

which the students need to attend to, sacrificing their time for lessons;

cancellation of classes such as declaring half days in order for the school to deal

6
with important matters; and many more. Shortened class hours can have either a

negative or a positive impact to students especially in their learning.

According to Bradley (2016), when considering the effects of shortened

school days and even a shortened school year, the obvious reaction given by

many students would be relief. Over the past few decades, school requirements

have become increasingly difficult, demanding more of students and teachers

alike as educational standards have changed. While a shortened school day can

bring about the advantage of more free time and even increased hours to study,

there are distinct disadvantages that are brought on by the lack of class time.

STATEMENT OF THE PROBLEM

The core problem which this study intends to investigate is the effect that

shortened class hours have towards the academic performance of the Grade 10

students of Our Lady of the Sacred Heart College of Guimba, Inc. In addressing

this, an attempt will be made to provide answers to the following pertinent

questions:

1. Is there a significant effect between shortened class hours and academic

performance of Grade 10 students of OLSHCO?

2. How often do students experience shortened class hours?

3. To what extent do shortened class hours affect the academic performance of

students?

7
SCOPE AND DELIMITATIONS

This study aims to identify the effect/s of shortened class hours to the

academic performance of the Grade 10 students of Our Lady of the Sacred Heart

College of Guimba, Inc. This research seeks to know if the effect on the students

is either positive or negative.

The Grade 10 students of OLSHCO are the subjects to be investigated

and the variable included in this study is the academic performance of the

students. The research is conducted on the OLSHCO Junior High School

Campus and the data collection took place during March 2 to 5, 2021.

This study focuses on the Grade 10 students of Our Lady of the Sacred

Heart College of Guimba, Inc. The respondents are OLSHCO Grade 10 students

for A.Y. 2020-2021. This is to determine the effects of shortened class hours to

their academic performance.

SIGNIFICANCE OF THE STUDY

The results of this study will be of great help to the following:

STUDENTS. The results of the study will help the students identify the effects of

shortened class hours to their academic performance. This will help them cope in

to make their learning more effective.

8
TEACHERS. The results of this study will help the teachers to be aware of the

importance of instructional hours to their students and how these will affect the

academic performance of their students. This will help them cope in to make their

teaching methods more effective.

FUTURE RESEARCHERS. This will serve as a reference for future researchers

who will study something in relation or aligned with the study.

CONCEPTUAL FRAMEWORK

The conceptual framework of this study shows the possible effect of

shortened class hours to the academic performance of the Grade 10 students of

Our Lady of the Sacred Heart College of Guimba, Inc. It also shows the intention

to improve the quality of learning of the students.

Effect on: Improve:

Quality of
Academic
learning /
Short instructional Performance of
Academic
hours / Shortened the Grade 10
Performance of
class hours Students of
students
OLSHCO

9
 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter of the paper presents the review of related literature

and the definition of terms. This chapter shows the literatures and studies related

to the researchers’ topic in sequence to the thorough and in-depth forage done

by the researchers. The literature and studies found in this chapter contains the

different ideas, concepts, generalization, conclusions, and also the different

development related to the study. This will serve as a guide for the researchers in

developing the study. Moreover, the information included in this chapter, helps in

familiarizing details that are opposite and similar to the present study.

RELATED LITERATURE

Camp (2020) said that not all school hours are instructional hours.

In 2009, the Education-Trust West investigated instructional time in California

schools. This research found that the true instructional school year is significantly

shorter than it seems on paper due to the “overhead” of school events,

assemblies, testing days, birthday celebrations and the like. Not all school hours

10
are instructional. Students in a 180-day calendar only put in about 100

instructional days per year.

According to Joyner & Molina (2012), a major theme across many of the

studies reviewed is that the amount of instructional time is not so important as

how that time is spent. The impact of class time lengths on student achievement

appears to be a complex issue with no definitive answers.

Bradley (2017) stated that if the school days were shortened, depending

upon current hours, that might put the school in danger of falling short of the

number of required instructional hours that a student attends class within a

school year.

According to Philippine Basic Education (2012), a study shows that longer

class period gives more “time for a rigorous and well-rounded education that

prepares students for success in college and careers.

Balana (2014) said that, according to Valenzuela City Rep. Sherwin

Gatchalian, the plan to alter the regular Monday to Friday school days would

greatly affect the children’s learning capacity as they would be forced to wake up

early for their 6 a.m. class and may not be able to absorb as much information.

According to Tempesta Media (2016), the time spent on extracurricular

activities would be seen as advantage at first, as students could engage more

fully in sports, community service and even internships. But this brings back the

initial problem of a decided lack of education stemming from the detrimental

effects to lecture time.

11
 On the other side of the topic, according to DeKruyf (2018), Students

getting out of school earlier would help students’ school work and attitudes. If

school’s got out earlier they would have time to partake in all of these clubs and

finish all of their homework. Being able to participate in these activities would

also boost student’s moods which can make them be nicer to their peers and

participate more in class. Overall, having shorter days would be better for

students and staff. There is no reason that schools cannot change their starting

time and the time they let children out. Children would still get the necessary

education and their health would greatly improve.

Rachel D. (2012) said that a shorter school day can only be seen as a

positive change. Both students, teachers and administrators would benefit from

the change. Teachers would be able to have some free time and be able to

educate students. The students would gain more time for fun while also having

time to gain an excellent education.

John (2020) said that besides students, teachers would also benefit from

shorter school days. They would have more time to grade papers and could

spend more time with their families.

Morales (2019) said that by shortening the school days, students wouldn’t

be as distressed about going to school and their grades would be higher.

Gaille (2017) mentioned that, as for the disadvantage of a longer school

day, quantity doesn’t necessarily equate to quality. The fact that students are

12
falling behind on their scholastic benchmarks is evidence that the current

teaching structure, curriculum, and/or environment isn’t working for that student.

Almazroui (2013) said that long school hours may indeed decrease

children’s ability to concentrate on what they study, and students may not be able

to learn anything, after a certain point.

Walker (2016) stated that the shift to longer school days comes with

pitfalls or, at least, unmet expectations. This statement states that having longer

school hours may result to shortcomings, again, highlighting the positive side of

short school hours.

Lastly, Montgomery (2017) mentioned that people over the years have

researched school hours and how it affects kids’ minds and work ethic. If starting

school later or having shorter hours has already been proven to help, why hasn’t

anything been done?

DEFINITION OF TERMS

Academic Performance – It is the extent to which a student has attained their

short or long-term educational goals.

Attention deficit – It is commonly described as lack of attention (distractibility,

disorganization, hyperactivity, and impulsivity).

Class hours – It is the amount of time students spends learning in school.

13
Curriculum – These are the subjects comprising a course of study in a school or

college.

Instructional Time – It is the amount of time during which learners receive

instruction from a classroom teacher in a school or a virtual context.

Learning Capacity – It is the measure of student’s abilities, skills, and expertise

in a curriculum area.

Scholastic Benchmarks – It refers to the academic achievement or ability while

you are at school.

Shifting – It is the process of how schools cater for separate groups of pupils

during a school day.

Work Ethics – It is the principle that hard work is intrinsically virtuous or worthy

of reward.

14
 Chapter 3
METHODOLOGY

This chapter includes the research design, the sample, the instruments,

data collection procedure, and the plan for data analysis.

RESEARCH DESIGN

The research that will be conducted is quantitative with a method of

descriptive in order to describe the effects of shortened class hours to the

academic performance of the Grade 10 students of OLSHCO. The researchers

used simple random sampling as their sampling method. The sample came from

the randomly selected thirty (30) respondents coming from the Grade 10

students of the Junior High School Department of OLSHCO. The population is

the Grade 10 Students of OLSHCO since they are the focus of this study.

THE SAMPLE

15
 The respondents will be taken from the Grade 10 students of Our Lady of

the Sacred Heart College of Guimba, Inc. The thirty (30) randomly selected

respondents are the currently enrolled Grade 10 students A.Y. 2020-2021 in

OLSHCO.

The reason for the selection of the student-respondents is they will be the

most effective respondent for the said research since they are the target of this

study.

The administration of the research is placed on Our Lady of the Sacred

Heart College of Guimba, Inc. (OLSHCO) in Guimba, Nueva Ecija. The

researchers choose OLSHCO since they are studying in the said school, and the

process will be easier to conduct.

THE INSTRUMENT

The researchers used a survey form as the instrument for collecting data.

The researchers put 10 questions in it to determine the effects of shortened class

hours to the academic performance of the Grade 10 Students of OLSHCO. It is

validated by the researchers’ subject teacher and was used as the primary data

gathering tool to collect the necessary information for the research.

DATA COLLECTION PROCEDURE

16
 After finalizing the data gathering instruments, the following processes will

be carried out by the researchers to gain the required data:

1. Before carrying out the study, the researches will select students as they are

the focus of the study. The researchers should ask for full consent of the

participants regarding the study.

2. The respondents will be informed of the objective of the study and how their

involvement is relevant. They will also be informed that their involvement is

voluntary and only the data needed for study will be used and personal data will

be kept private.

3. The questionnaire that will be handed out to the respondents needs answers

in a form of survey data. The data collected will be secluded.

4. The researchers will assess all the gathered information from the respondents

using quantitative analysis. The data will be reviewed by the researchers to come

up with a conclusion based on the summary of data.

PLAN FOR DATA ANALYSIS

A survey will be conducted to respondents from the Junior High School

department of Our Lady of the Sacred Heart College of Guimba, Inc. The

researchers created structured questions that are related to the effects of

shortened class hours to the academic performance of the Grade 10 students of

OLSHCO.

17
 Frequency, percentage, and proportion will be used for interpreting the

data in identifying the response of the respondents. The weighted mean of the

response of the students will be used for interpreting the data in examining the

effects of shortened class hours to the academic performance of the students. To

get the weighted mean, we multiply the number of responses in each verbal

interpretation to the assigned weight of the following verbal interpretations. Four

(4) is for strongly agree, three (3) for agree, two (2) for disagree, and one (1) for

strongly disagree. Then the sum of the products will then be divided by the

number of respondents which is thirty (30). The weighted mean will then be

based on a given scale in order to get the corresponding verbal interpretation.

The data will be inserted into Microsoft Excel. The inserted data will be

checked for errors and inconsistencies and will be subjected to analyzation. Data

obtained from conducting the study will be presented in text and tables.

Researchers will use correlational research design in gathering and analyzing

numerical data.

18
 Chapter 4
PRESENTATION AND ANALYSIS OF DATA

This chapter presents all the data foraged from the respondents using the

survey about the effects of shortened class hours to the academic performance

of the Grade 10 students of OLSHCO.

SCALE VERBAL INTERPRETATION

1.00-1.75 Strongly Disagree
1.76-2.50 Disagree
2.51-3.25 Agree
3.26-4.00 Strongly Agree

Table 1: ANALYSIS OF DATA

STATEMENT WEIGHTED MEAN VERBAL

INTERPRETATION

I realized that shortened 3.2 AGREE

class hours have an
effect on my academic
performance.

I always experience 2.9 AGREE

shortened class hours

19
because of school
programs or faculty
meetings.

I find it hard to 3.4 STRONGLY AGREE

understand my lessons
because of short
instructional hours.

STATEMENT WEIGHTED MEAN VERBAL

INTERPRETATION

I believe that shortened 2.87 AGREE

class hours will not help
improve my academic
performance.

I realized that short class 2.83 AGREE

hours hinder the
productivity and learning
opportunity of students.

I gain no learning 2.7 AGREE

whenever shortened
class hours occur.

I believe that shortened 2.6 AGREE

class hours have no
health and mental
benefits to the students.

I believe that short class 3.17 AGREE

hours give me more time
for myself and other
things I want to do.

I maximize the short 3.17 AGREE

class hours to
accomplish other

20
important tasks.

I believe that students 2.9 AGREE

like me should not
experience shortened
class hours.

The table above shows the statements used to gather information from the

respondents, its weighted mean, and its verbal interpretation based on a given

scale. We can see from the table that the verbal interpretation of all the

statements is “agree.” It shows that the respondents have agreed to all the given

statements.

21
 Chapter 5
CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations of the study.

CONCLUSIONS

Through the analysis of the above data and results, the following

conclusions have been obtained:

There is a significant effect between shortened class hours and the

academic performance of the grade 10 students of OLSHCO. The responses

suggest that students have realized that shortened class hours have an effect on

their academic performance.

Also, students always experience shortened class hours. The responses

suggest that students always experience shortened class hours because of

school programs or faculty meetings.

22
 The results show that shortened class hours affect the academic

performance of the grade 10 students of OLSHCO. Students find it hard to

understand their lessons because of short instructional hours. They also see it as

a hindrance to the improvement of their academic performance. Moreover,

students see it as an encumbrance to productivity and learning opportunities.

However, shortened class hours have positive effects on the academic

performance of the grade 10 students of OLSHCO even though the responses

suggest that students should not experience shortened class hours. The results

suggest that students see the benefits of shortened class hours in their health

and mental aspect. Also, they utilize the extra time coming from the absence of

class hours for their own purposes like doing other things and academic-related

tasks or having time for themselves which is considered to be a positive effect of

shortened class hours.

RECOMMENDATIONS

These recommendations are for the beneficiaries of the results of the

study cited in the Significance of the Study.

STUDENTS. Students should learn to maximize the available time they have for

learning and being productive so that even if they experience shortened class

hours, the level of their academic performance will not decrease. They should be

able to adapt to their learning environment in order for them to have an effective

and efficient learning experience.

23
TEACHERS. Teachers should at most avoid lessening the amount of class hours

they spend with their students. By lessening the instructional hours for the

students, they are also lessening the opportunity for the students to learn their

lessons. Teachers should make up for the lost time by ensuring that students still

learn something despite their absence or lack of class hours.

FUTURE RESEARCHERS. The future researchers should increase the number

of their respondents to give them more data to work with for this issue. They

should also create a wider set of questions in their survey form in order to

acquire a more précised response from the respondents in conducting their

research.

24
 BIBLIOGRAPHY

References:

 A. (2012, June 30). The Wisdom behind Deped’s Short School Hours.

Philippine Basic Education.

https://www.philippinesbasiceducation.us/2012/04/wisdom-behind-short-

school-hours.html

 Almazroui, A. (2013, June 17). Shortened school days would not help children

learn. The National.

https://www.google.com/amp/s/amp.thenationalnews.com/opinion/comment/

shortened-school-days-would-not-help-children-learn-1.452202

 Balana, C. D. (2014, May 30). Solons oppose shortening of school week.

INQUIRER.Net.

https://newsinfo.inquirer.net/606685/solons-oppose-shortening-of-school-

week

 Bradley, K. (2017). Shortening the School Day. Seattlepi.

https://education.seattlepi.com/disadvantages-longer-school-days-1489.html

25
 Camp, J. (2020). 4.3 School Hours: Is There Enough Time To Learn? ED100.

https://ed100.org/lessons/schoolhours

 DeKruyf, C. (2018). Why A Shorter School Day Will Help Students Learn

More. The Smoke Signal.

https://smokesignalnews.net/7671/opinion/why-a-shorter-school-day-will-help-

students-learn-more/#

 Gaille, L. (2019, December 16). 10 Longer School Days Pros and Cons.

Vittana. https://vittana.org/10-longer-school-days-pros-and-cons

 John, A. (2020). Longer School Days, More Stress. The Howl.

https://clarksburghowl.org/4343/opinion/longer-school-days-more-stress/

 Joyner, S. & Molina, C. (2012). Class Time and Student Learning. SEDL.

https://sedl.org/txcc/resources/briefs/number6/

 Morales, A. (2019). Sign the Petition. Change.Org.

https://www.change.org/p/philippine-senate-lessen-school-hours-in-all-region-

of-the-philippines

 Science Leadership Academy (2017, May 2). Shorter School Days. Science

Leadership Academy @ Center City.

https://scienceleadership.org/blog/shorter_school_days

 Teen Ink. (2012, January 12). High School Pressure: Why Students Need

Shorter Days. HuffPost.

https://www.google.com/amp/s/m.huffpost.com/us/entry/1090158/amp

 Tempesta Media. (2016, July 18). How does shortening the school day affect

students? Tempesta Media Content Showcase.

26
 https://showcase.tempestamedia.com/how-does-shortening-the-school-day-

affect-students-aid-21622/

 Walker, T. (2016). A 9 to 5 School Day: Are Longer Hours Better for Students

and Educators? NEA News.

https://www.nea.org/advocating-for-change/new-from-nea/9-5-school-day-

are-longer-hours-better-students-and-educators

APPENDICES

Appendix A: The Instrument

Effects of Shortened Class Hours to the Academic Performance of the Grade 10

Students of OLSHCO

Respondent’s Details:

Name (Optional):

Sex:

Put a check on the box if your answer is Strongly-agree, Agree, Disagree, or Strongly-
agree.

STATEMENT Strongly Agree (3) Disagree Strongly

(2)
Agree (4) Disagree
(1)

1. I realized that
shortened class hours
have an effect on my
academic performance.

2. I always experience
shortened class hours
because of school
programs or faculty

27
 meetings.

3. I find it hard to
understand my lessons
because of short
instructional hours.

4. I believe that
shortened class hours
will not help improve
my academic
performance.

5. I realized that short

class hours hinder the
productivity and
learning opportunity of
students.

6. I gain no learning
whenever shortened
class hours occur.

7. I believe that
shortened class hours
have no health and
mental benefits to the
students.

8. I believe that short

class hours give me
more time for myself
and other things I want
to do.

9. I maximize the short

class hours to
accomplish other
important tasks.

10. I believe that

students like me should

28
 not experience
shortened class hours.

29