ADAPTABILITY OF PROGRESSIVE FACE TO FACE CLASSES SCHEDULE IN

ATTAINING WORK OPPORTUNITIES

A Qualitative Research Proposal

Presented to the Faculty of Senior High School Department

San Policarpo National High School

Calbayog City, Samar

In partial fulfilment of the requirements in

Practical Research 1

Dimakiling, Crystal Mae P.

Picardal, Heijin Sakura
Bocobo, Lj Heart P.
Ela, Yule Crisse O.
Aporto, Sheila E.
Sernal, Rico L.
Grade 11 ABM

Tonie Rose S. Lauderes

Research Adviser

May 2022
 CHAPTER I

INTRODUCTION

I. Background of the Study

The occurrence of Covid-19 pandemic has changed the learning environment of the

students. In the past few years, the students experienced different downright effects of the

pandemic, especially in both financial and mental aspects. As financial aspects being one of the

main problems’ students are facing in these hard times, students tend to adapt through this crisis

by seeking additional income by finding flexible job opportunities that can partially sustain their

financial necessities but at the same time, not breaking or being a hindrance to their academic

performance. According to the Philippine Statistics Authority, youth labor force in March 2022

was estimated at 7.44 million of the 20.14 million youth population 15-24 years old (Mapa,

2022). Around 216,000 understudies in the Philippines are right now juggling school and work,

the most recent information from the Commission on Higher Education (CHED). About 8% out

of total number of college students in the Philippines is a working student (ABS-CBN News,

2010). Working is necessary for our survival in this new normal given the challenges brought to

us by the pandemic that affected all of the population. On average, students from lower class up

to lower middle class that have great financial necessity would urge to seek financial increments

that leave them no choice but to be a working student, but without proper employment they are

mostly dependent upon their guardians to sustain their financial necessities. On the other hand,

students might as well feel they need to support their family by working or getting a jump start

on their future.
 The Department of Education proposed to open limited face-to-face classes.

Reintroducing face-to-face classes amidst the public health situation with a vision to safely

reopen more schools nationwide (DepEd, 2021). However, schools must adhere to the health

protocols and national and international guidelines so that the delivery of face to face classes will

not risk students’ and educators’ health which is the reason for the generated new learning

modalities for the students such as blended learning and limited face to face classes.  Students

who participated in limited face to face classes can focus on their schoolwork under the

supervision of the educators, while others can choose their own learning modalities.

Additionally, class schedules were also adjusted to oblige to the pandemic health protocol. The

DepEd said students in higher grades such as those in grades 9-12 will be allowed to spend a

maximum of 4 hours daily which means students will only spend half of their time in school,

giving them more time to focus on their mental, emotional, and physical health. Moreover,

students can participate in extracurricular activities attain more opportunities in life. However, on

the traditional setting, an average of 8 hours a day usually starts from 7:00 am to 5:00 pm is the

standard time that students spend time in school. That means students spend more time at school,

less time to work and no time for others, plus tiring day and stressful week. (change.org, 2022)

As students want to progress in their financial status they must first find work that does

not interfere with their academic performance and is also favorable to the new class schedule.

Therefore, in this study, researchers aim to provide a solution that will aid students' employment

in terms of adaptability of the new classes schedule.

The researcher will conduct this study to determine whether the adaptability of new

class schedule program will help senior high students to attain a part time job without sacrificing

academic activities. The research is important and highly significant and beneficial to the people
specially to the students, most importantly because it would help them achieve success both in

learning and in life.

 II. Theoretical Framework

The study is anchored on the theory of Justin Reilly’s named “Classroom

Management in the Age of Distance Learning” which focuses on how to provide effective

classroom management. Classroom management involves managing both the content that

students are learning and how that content is being delivered. This theory describes that students

must learn to be autonomous in their learning (Reilly, 2021). According to this theory, students

must also be taught how to adapt and engage in content in new ways. Additionally, they need to

be taught how to learn in new environments, whatever those new environments might be in the

future. Reilly referred to the capabilities of students to adapt in the new learning modalities of

the education system at which students must be taught.

According to Reilly, schools should be training students both for the workforce of

today, and also for the workforce 10 years from now. He referred to the work environment has

been turned on its head as people started working from home, and main street is changing. The

world needs critical thinkers and those who can adapt with change. Therefore, the training of

students to be autonomous and to own their education is a bigger-picture goal that goes beyond

what the teachers are doing day to day in their lesson planning.

This theory relates to the adaptability of progressive face to face classes schedule of

students in a way that this theory supports the ideas of our research study such as the adaptability

of the schedules to students and by the means of it, students must also learn in the new

environments, that the students need to be able to figure out how to adapt to the changes of

schedules. Through these, students must have known how to adapt with the change of class

schedule whether adaptive or not. Concluding, this would lead them to pursue attaining work

opportunities they desire in favor of both of the schedule in class and job, not only because of
their progressive schedule but also because of students’ adaptability. Meaning to say, the

adaptability of class schedule would be the similar to the adaptability of students in order for

them to successfully attain work opportunities.

The study will use these theories as basis and supporting concepts to strongly evaluate

and address our identified problem.

Thus, the theories discussed above strongly support the objectives of this research study.
III. Conceptual Framework

The focus of this study was undertaken by he following conceptual framework shown in figure 1.

INPUT PROCESS
OUTPUT

Adaptability Of Actual interview or direct

Progressive Face To Face
Classes Schedule In
Attaining Work
Opportunities
Adaptability of New Class
conversation to the selected
Schedules to able the
respondent in the school, the
Senior High School
researchers will use interview
Students attend part-time
guide in gathering the data.

Figure 1: The Paradigm of the Study

The diagram shows the process on how to come up with the main objective of the

study which is analyzing and determining whether the adaptability of new classes schedule

program will help senior high school students to attain part time job without sacrificing academic

activities, the problem of the study was determined as the input. To solve the problem, processes

were identified and stated. Lastly, we will come up with an output or solution to the problem.
IV. Statement of the Problem

This study aims to analyze the adaptability of progressive face to face classes

schedule in attaining work opportunities. The content provides questions about the issues that is

to be addressed through conducting questions to answer.

Specifically, it seeks answers to the following questions:

1. How do the adaptability of progressive face to face class schedule influence learning

capacity of students?

2. What is the adaptability of progressive face to face classes schedule to the attainment of

work opportunities?

3. How the new progressive face to face class schedule helps to attain more work

opportunities to senior high school students?

 V. Significance of the Study

The significant of the study is a part of the introduction of a research that determines

who benefits from the study and how that specific audience will benefit from its findings.

Student. As the imminent Senior High School learners. The findings of this study

would benefit and inspire them to formulate and act upon on their reactions, preference about the

class schedules and also pursue attaining their career.

Teachers. As the ones who molds the learners and have a huge part in teaching-

learning process, this study would help them to affirm and focus more on their fields and ensuing

a better learning experience for students, especially for the Senior High School teachers.

School administrators. This study would enable them to gain insights and would

benefit them to propose an adaptable schedule. They can also find ways and means to improve

the class schedules and adjust to the learning capacity of the students that would empower the

students to pursue their decision to be working students.

Researchers. This study will greatly help and inspire them to be more innovative

and this would enhance more interest in studying the problem which about the class scheduling

system and attainment of career. The time allotted for the development of the system is limited,

that’s why it will be an opportunity for the next batch of researchers to review the project and

apply the necessary changes and updates.

VI. Scope and Limitation of the Study

The scope area of the research is San Policarpo National High School, located at

Calbayog City, Samar. The said school is selected based mainly on the proximity of its location

to the researchers. This study focuses on the adaptability of class schedules to the students. It will

be conducted by interviewing the senior high school students by one to one interview. The

researchers will choose only ten respondents since this is a qualitative research; hence, a large

population is not required to gather some information.

This study is only to determine whether the adaptability of new class schedule

program will help senior high students to attain part time job without sacrificing academic

activities for school year 2021-2022.

VII. Definition of Terms

The researchers will utilize the following terms and will use them according to their

accurate definition that will contribute to the effectual understanding about the study.

Adaptability – the capacity to adjust one’s thoughts and behaviors in order to effectively

respond to uncertainty, new information, or changed circumstances

Progressive – a state of happening or developing gradually or in stages, proceeding step

by step.

Class Schedule – a list of all classes being offered in an instructional period

Senior High School – the second part of secondary education under the K-12 program,

wherein the students would take up the subjects under their career pathway specialization.

Work Opportunities – refers to a particular job that may be a steppingstone to loftier

ambitions.

Face-to-Face Classes – students meet with the instructor at regularly scheduled times

(synchronous learning) primarily in a classroom. Students in face to face courses will normally

be expected to be physically present for all or part of the term/semester (will have classroom and

day/times).

Limited Face-to-Face Classes – pertains to restricting the number of students to attend

face-to-face classes in-campus in any given day based on the degree programs or courses they

are enrolled in, cyclical student shifting/rotating schedule, and physical distancing and other

health and safety protocols.

 Learning capacity – can be defined as ways that individuals recognize, absorb and use

knowledge.

Learning modalities – can be defined as the way’s students use their senses to learn. A

student may have strengths in one or more modalities of learning, but weaknesses in others.

Educators often aim to differentiate their instruction to ensure students can learn through their

preferred modality.

Career – an occupation undertaken for a significant period of a person’s life and with

opportunities for progress

Working Students – someone who mainly works and is also studying (part-time).

Attainment – the action or fact of achieving a goal toward which one has worked.

Employment – a paid work agreement between an employer and an employee.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents a selection of literature and studies that has a bearing on present

study. The researchers have gone through intensive readings of materials and it will review the

written articles that are utilized in this study and give insights about what previous researchers

had done with respect to this particular topic.

Related Literature

A survey of related literature and studies on the adaptability of progressive face to

face classes schedule by the senior high students in attaining work opportunities is to be

undertaken by the researchers. We come across literature that contributes much in designing the

framework of this study.

According to Akyuz, et al. (2014) the theory of constructivism emphasizes the role a

student takes in their learning process and has been the focus of a growing body of research in

the las two decades. The theory of constructivism promotes a relationship between factual

knowledge, conceptual frameworks, and an individual’s ability to organize to be retrieved and

applied. Constructivism advocates for cooperative learning, curriculum integration, problem-

based learning, and interdisciplinary teaming.

Craig (1995) believes that site-based scheduling works well. The site-based scheduling

model does not provide a one-size fits all schedule, but rather one that can be adapted and

modified for every situation. This model is a practical approach to involving all staff in
scheduling. A school schedule is often determined by the principal or the assistant principal, in

contrast to site-based scheduling. The guiding premise of site-based scheduling is that best

schedules are developed by those who work most within the schedule: the staff and teams.

Scroth (2003) discusses how the school schedule can either create an opportunity or

hinder teaching of students. With such high accountability demands placed on teachers and

students, which include the requirements of high stakes testing and No Child Left Behind

Legislation, she believes it is now time to critically look at how schools and teachers are

scheduling their time and using it to benefit the learning of their students.

Downing, et al. (2002) believes that it is important to remember that just because a

schedule is set does not mean that all students will be able to follow it. Many students will need

to be directly and systematically taught what to do to successfully negotiate the range of

expectations reflected in the daily schedule

Exploration of 21st century learning or skills has emerged from the concern about

transforming the goals and daily practice of learning to meet the new demands of the 21 st

century, which is characterized as knowledge and technologically driven. The current discussion

about 21st century skills leads classrooms and other learning environments to encourage the

development of core subject knowledge as well as new media literacies, critical and systems

thinking, interpersonal and self-directional skills. (Unesco.org, p21).

According to Bowman (1998) Critics of block schedule tended to claim that students

(particularly at certain developmental stages) could not stay focused for longer periods of time,

that knowledge retention would be diminished if classes did not meet every day, or that students

would fall behind more readily or quickly if they missed a day of school.
 Moore (1994) addresses learner autonomy. He notes that in traditional school settings

learners are very dependent on teachers for guidance and that in most programs, conventional

and distance, the teacher is active while the student is passive. In distance education, there is a

gap between teacher and student, so the student must accept a high degree of responsibility for

the conduct of the learning program. The autonomous learners need little help from the teacher,

who may be more of a respondent than a director. Some adult learners, however, require help in

formulating their learning objectives, identifying sources of information, and measuring

objectives.
Related Studies

In this section, the researchers present the related studies on the topic in order to present a

synthesis of the adaptability of class schedules. This is done to fully understand the research and

to define the terms for better understanding of the study.

According to the Ginger Markham (2008) in the study “The Effectiveness of Block

Schedule in Middle School” the major findings of this study is much of the research show a

positive reaction to the change to block scheduling. Eineder and Bishop (as cited in Spellman

2001) discuss the fact that their research showed that after they changed from a traditional

schedule, the emotional climate of the classroom seemed to improve, for students and teachers.

The expanded class time resulted in larger number of students having more positive attitudes

about their relationships with teachers.

O’Brien (2013) discussed what research stated about reorganizing school schedules. She

elaborated that increasing instructional time has lots of commonsense appeal as mechanism for

raising a student achievement. She reiterated that extra time only makes difference if it is used to

enhance this topic is was “student’s time on task”. O’Brien writes that researchers have found

that younger students (kindergarten) benefit more from a full day learning than those attending

half day. She believes that a block schedule will make it easier for teachers to adjust teaching to

accommodate students’ needs.

Peterson, et al. (2000) noted that due to the addition of the new academic courses, many

of these courses produced homework so the expectation for completing daily work outside of

class increased. Additionally, students were lacking continuity, meaning, and focus throughout

the school day. Also, teachers felt that, “indeed, the short time period s lead to an instructional
setting in which serious inquiry and in-depth analysis were absent and teachers found comfort in

a continuance of a lecture mode of instruction” (Peterson et al., 2000. P.4).

However, Gallo and Odu (2009) examined the relationship between scheduling of classes

(3, 2, 04 1 day per week) and achievement in each course and found that student performance

was lower when taking the course one day per week. Gallo and Odu suggests that lower student

performance in the one time per week schedule may be due to the fact that the students were

forced to rely more on rote learning and did not have adequate time to make meaningful

connections with prior knowledge. In contrast, because information in the two and three days per

week classes was presented in smaller pieces and sufficiently spaced, students in those classes

may have been better able to make the required connections.

In 1994, the National Education Commission on Time and Learning (NECTL) stated that

the degree to which today’s American schools are controlled by the dynamics of clock and

calendar, as opposed to student learning processes, was surprising. Recognizing that the school

schedule governs how curriculum content is presented to students, and therefore affects students’

abilities to master it, the NECTL advocated for more flexible time scheduling and the creation of

extended blocks of time for learning.

On the other hand, Martin (2021) explored the importance of flexibility in assisting high

school students manage their online learning throughout a time of COVID-19 that involved

either entirely or partly distance-based online learning. He evaluated the effect of adaptability in

predicting students’ online learning self-efficacy in mathematics and their end-of-year

mathematics achievement using the Job Demands-Resources theory and data from nine schools.

After controlling for factors such as online learning demands, online and parental learning

support, and background characteristics, he discovered that adaptability was significantly

associated with higher levels of online learning self-efficacy and with gains in later achievement;

online learning self-efficacy and with gains in achievement and that this relationship was

significant mediator between adaptability and achievement. As a result of these findings,

flexibility has been identified as valuable personal resource that can assist students in their

online-learning, even during periods of remote instruction, such as those experienced during

COVID-19.

A study by Vernik, Reardon and Samson (2004) determined that courses are most

effective when meeting times are more frequent than once a week. This avoids overexposure to

course activities and materials, therefore fortering student learning without overwhelming the

students.

Logan and Geltner (2000) sought to determine the relationship between compressed

courses and student success. A total of 414,076 student enrollments in term lengths of 6,8, and

16 weeks were studied, covering the period between fall 1998 and winter 2001. Overall, the

study found that classes that met more often could potentially be better for student learning.
Similarities and Differences

The approaches and techniques employed by the researchers vary depending on their

objectives and how they treat their studies in order to come up with their desired outcomes.

The related literature presented above focused about the author’s beliefs about how does

the progressive class schedule is adaptable that many students will need to be directly and

systematically taught what to do successfully negotiate the range of expectations reflected in the

daily schedule. However, the related studies deal with the innovation of class schedule to be

adaptable, presenting the related studies conducted

The related literature and studies both stated facts and information that help and gave us

knowledge and references through this study. Both informs us in dealing with adaptable class

schedules which could help students manage to attain work opportunities.

The related literature stated the adaptability of progressive face to face class schedules in

attaining work opportunities, on the other hand related studies of the topic is to present the

synthesis of the study.

 CHAPTER 3

RESEARCH METHODOLOGY

This chapter contains the research design and the methodology used in the conduct

of this study. It incorporates the sampling technique, sources of data, the research subjects,

population of the study, the instrument utilized to gather data. This chapter is showing how the

researcher came to the necessary data for this study, and how these data were analyzed,

interpreted and presented in the easiest way possible.

I. Research Design

This study focusing on Adaptability of Progressive Face to Face Classes Schedule

in Attaining Work Opportunities of the senior high school students which utilizes the narrative

inquiry research method since the answers of the objectives of this study are based on the views

of the student respondents. Interconnections and variations of the variables.

II. Locale and Time of the Study

This study will be conducted at San Policarpo National High School specifically

students with a part time job where the observations, informal interviews, interview guide are

and observation guide were made and organized. The study will be situated and the data will be

collected in school campus for the reason that students are mostly exposed to different social

interactions such as the exchange of ideas and opinions, discord in terms of varying ideas, good

relation and cooperation among the students and teachers also accommodation of school

institution to the students.

III. Research Respondents

The research respondents in this study are students with side jobs in San Policarpo

National High School. Their views about the issue will be evaluated in order to reach the target

objectives.

Table 1

The Respondents of the study

SPNHS MALE % FEMALE % TOTAL

Working 4 40% 6 60% 10

Students

Total 4 40% 6 60% 10

IV. Sampling Technique

The researchers identified some of the senior high students as respondents, we will

make direct observation and interviews to gather their aspects or insights as to what problems

they encountered with regards to the class schedule in order to attain work opportunities.

V. Research Instrumentation

In this study, the researchers will be the research instrument in conducting this

study by observing and doing actual interviews or conversation to the selected respondents in the

school, the researchers will also use questionnaires in gathering the data.

VI. Data Gathering Procedure

In gathering the data, the essential requirements for the interview will be arranged

and organized which includes the interviewees and the interview room. Also, the researchers are

going to conduct a direct conversation with the respondents to know their ideas in connection to

the problem. The data that have been gathered from the respondents will be noted during the

conversation.

VII. Data Analysis Procedure

In examining the data that have been gathered, thematic interpreting will be

employed where in most of the responses will be talked and explained accordingly based on

existing protest of fact that support the ideas of the respondents about the problem.