Wright Technological College of Antique

Sibalom, Antique
Senior High School Department

Theoretical Framework

The theoretical framework for the research title

“Common reasons why grade 11 industrial arts students
of Wright Technological College of Antique prefer
afternoon classes” can be established on a foundation
of various relevant theories and concepts. The
following theoretical framework can guide the
investigation:

Self-Determination Theory:
This theory can be utilized to understand the
intrinsic motivation and autonomy of students in
choosing their preferred class schedule. It suggests
that individuals are driven by the need for autonomy,
competence, and relatedness. In this framework,
students’ preference for afternoon classes may be
linked to their desire for autonomy over their
schedules and a sense of control over their learning
environment.

Circadian Rhythm:
The concept of circadian rhythm can be incorporated
to explore how students’ biological rhythms and peak
cognitive functioning times influence their preference
for afternoon classes. Understanding how the natural
body clock affects students’ alertness and performance
during different times of the day can provide valuable
insights into their class schedule preferences.

Social Learning Theory:

 Wright Technological College of Antique
Sibalom, Antique
Senior High School Department

This theory posits that individuals learn from

observing others and that their behaviors and
preferences are influenced by social factors. In this
context, peer influence, social norms, and interactions
with classmates may play a significant role in shaping
students' preference for afternoon classes. Exploring
the influence of social dynamics within the school
environment on class schedule preferences can be
enlightening.

School Policy and Administration:

Understanding the institutional policies, scheduling
practices, and administrative decisions related to
class scheduling can provide context and influence
students’ preferences. Drawing from organizational
behavior and education policy perspectives, this aspect
of the theoretical framework can delve into the impact
of school structures and decision-making processes on
students’ class schedule preferences.

By organizing the investigation around these

conceptual elements, the research can systematically
explore the common reasons why grade 11 industrial arts
students at Wright Technological College of Antique
prefer afternoon classes. This conceptual framework
provides a structured approach to understanding the
interplay of individual, social, academic, and
institutional factors influencing students’ class
scheduling preferences

Conceptual Framework.
 Wright Technological College of Antique
Sibalom, Antique
Senior High School Department

The conceptual framework for the research title “Common

reasons why grade 12 industrial arts students of Wright
Technological College of Antique prefer afternoon
classes” can be developed by outlining the key concepts
and variables that will be investigated. The following
conceptual framework can guide the study:

This study revolves around two variables.

Independent variables: Grade 12 industrial arts

students of Wright Technological College Of antique.

Dependent variables: prefer afternoon classes.

this study will examining the reason why grade 12

industrial arts students prefer afternoon classes.
According to Mr.Sworder,Steve (1986). This may have
been due to adjustment to their high school schedules …
Students generally preferred three unit afternoon
classes to be scheduled in 1.5 hour or 3 …

Significance of the study

Students: The benefits of this study to students

is that it help them optimize the productivity
 Wright Technological College of Antique
Sibalom, Antique
Senior High School Department

by aligning their study and work schedule with

their natural rhythms. This study could shed
light on the factors that influence students
preferences for afternoon classes.

Teachers: The benefits of this study to the

teacher, it can provide a deeper understanding
of why their students prefer afternoon classes.
This knowledge allows teachers to better cater
to their students needs and preferences,
creating a more students-contentered learning
environment.

Parents: The benefits of the parents for this

study if can help parents understand why their
children prefer afternoon classes. This
knowledge can faster better communication and
allow parents to support their childrens
learning preferences and needs. This study can
provide parents with insights into, the benefits
of afternoon classes for their childrens
academic performance and engagement. Armed with
this performance, parents can make informed
decision when it comes to selecting class
schedules and supporting their children’s
educational journey.

School administrator: The benefits of this study

to school administrators, they understand the
reasons behind student’s preference for
 Wright Technological College of Antique
Sibalom, Antique
Senior High School Department

afternoon classes, school administrators can

optimize class scheduling. They can consider
allocating more industrial art classes during
the afternoon to accommodate student preference,
which can lead to increased student engagement
and better learning outcomes.

Future Researcher: This study can serve as a

foundation for future Research on student
preferences and their impact on academic
performance. It can build upon the foundings of
this study to explore related topics or delve
deeper into specific aspects of students
preferences.

Definition of terms.

Grade 12 Industrial Arts students: The

participants of the study are specifically
senior high school students enrolled in the
Industrial Arts program at Wright Technological
College of Antique.
 Wright Technological College of Antique
Sibalom, Antique
Senior High School Department

Wright Technological College of Antique: This

refers to the educational institution where the
research is being conducted. It is presumably
located in Antique, a province in the
Philippines.

Afternoon classes: The study aims to understand

the preferences of students who choose to attend
classes during the afternoon session, as opposed
to morning or daytime classes.

Statement of the Problem

This study aims to determine the reasons why

Grade 11 Industrial Arts prefer afternoon
classes in Wright Technological College of
Antique.
Specifically, it will seek to answer the
following questions:

1. What is the demographic profile of senior

high school students in terms of:
 Wright Technological College of Antique
Sibalom, Antique
Senior High School Department

1.1 Gender

1.2 Section

1.3 General waited average

2. What is the Common reasons why Grade 12

Industrial Arts Students of Wright
Technological college of Antique?

3. Is there any significant difference between

Afternoon classes and Morning classes to
the performance of Grade 12 Industrial Arts
Students of Wright Technological college of
Antique?
 Wright Technological College of Antique
Sibalom, Antique
Senior High School Department

Common reasons why Grade 11 Industrial

Arts Students prefer afternoon classes

Submitted by:
Mark Jason Dizon
Lawrence Jade Alpas
Earl ODEPA
Emman Tagamtam Morillo
Junjun Francisco
 Wright Technological College of Antique
Sibalom, Antique
Senior High School Department

Juan Pagaduan
John Lloyd Cabigon

Scope and delimitation of the study.

The scope of the study aims to determine the

common reasons why grade 11 Industrial Arts
Students prefer afternoon classes. The main
purpose of our study is to point out the
possible reasons why Grade 11 Industrial Arts
Students prefer to choose afternoon classes.
This study is delimited to Grade 11 Shielded
Metal Arc welding Students, specifically IA-2AA
with students and IA-2AB with students.
The instrument used in this study is
questionnaire checklist to determine the
possible reasons why Grade 11 Industrial Arts
 Wright Technological College of Antique
Sibalom, Antique
Senior High School Department

Students prefer afternoon classes in Wright

Technological College of Antique.

IA-2AA
IA-2AB