STUDENTS AND TEACHERS PERCEPTIONS ON THE

EFFECTIVENESS OF THE IMPLEMENTED SCHEDULING

SCHEMES FOR THE SENIOR HIGH SCHOOL PROGRAM IN
SFXCS, OLLCS AND DGS

A Thesis
Presented for
Saint Francis Xavier Catholic School
Senior High School Program
Novaliches, Quezon City

In Partial Fulfillment of the Requirements in

Research

Submitted to:
Sir Ruben Jezarry Borja

Presented By:
ADRIANO, Krizeian Paul V.
CREDO, Jerome S.
FAA, Erjohn F.
LUNA, Emmanuel Ed M.
MAMELOTO, Nicole C.
RICARDO, Jerald S.

March 2019

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 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

1.1. INTRODUCTION

"Peter Turla once said: '​ ​A plan is what, a schedule is when. It takes both a plan and a schedule to get

things done.​ ​' "

As K-12 program was implemented in the Philippines, different reforms in the educational

system were introduced. Moreover, since quality education is one of the images of country’s pillar of

success. Restructuring the Philippines’ basic curriculum through the implementation of the K-12

program ensures that it will produce competent students who will serve as the cornerstones for a

professional and skillful work force. In line with this, K-12 introduced us to new goals which will help

many Filipino students to pave their ways for an even brighter future and to be globally competitive that

will help them meet the international standards. Thus, these reforms make way to develop the adaptation

era for the Senior High School program which made an inevitable introduction and implementation of

the different scheduling schemes here in our country. The Senior High School program of Saint Francis

Xavier Catholic School, Divine Grace School, and Our Lady of Lourdes Catholic School were not an

exception in the adaptation of these different scheduling schemes. All these three schools experienced

different impacts from their implemented scheduling which generate some general issues with regards to

students’ satisfaction, comprehension, rapport, time management, teaching strategies, attention span, and

teaching time.

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 In several countries, the achievement gap and the number of disengaged students in today’s high

schools are predominant. Because of this, educators have been alerted about having the same mode of

scheduling which may not be able to meet the needs of the students upon entering high school.

Moreover, most students are placed with the scheduling scheme that may not be the most suited for their

ability or

learning style wherein students are forced to adapt it even though they experience repeated failures and

difficulty. According to an article by Learning Liftoff (2017), “Learning schedules do seem to make a

difference for many students and teachers and can contribute to both student success and teaching style”.

Scheduling schemes help teachers and students to have a conducive environment for learning. This

provides an opportunity to utilize quality instructional materials for teachers to easily involve the

students in every activity.

There are a lot of scheduling schemes that can be applied for the senior high school program, and

there are some schools having a hard time finding the best scheduling that will suit the learners and

teachers. It can negatively affect a lot of educational aspects such as the teaching inconsistency if caused

by inappropriate scheduling scheme which will reflects a lack of professionalism and competency which

greatly affects the image of the school and the students. As a result, improper scheduling scheme

generates fatigued, overworked, and just stressed overall both on teachers and students. They all have

flaws and benefits but knowing the factors that make an effective scheduling scheme will make a

difference.

1.2. STATEMENT OF THE PROBLEM

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 The aim of this research is to provide a study that will look on the perceptions of Senior High

School students and teachers of Saint Francis Xavier Catholic School, Our Lady of Lourdes Catholic

School, and Divine Grace School ​towards the implemented scheduling schemes for Senior High School

program to find which among the scheduling schemes can be considered as an effective schedule for the

Senior High School program. Specifically, this study endeavored to answer the following:

1. What are the advantages and disadvantages of the different scheduling schemes

considered in this study?

2. What factors should be evident to make an effective schedule?

3. How satisfied are the students and teachers on their current scheduling scheme?

1.3. SIGNIFICANCE OF THE STUDY

The findings of this study aim to lend the best possible outcomes and hopes to establish an

understanding about the perceptions of the students and teachers on different scheduling schemes

implemented in selected schools. Benefiting the study are as follows:

● SENIOR HIGH SCHOOL STUDENTS​- In this study, our main beneficiaries are the current

and future Senior high students. The result of this study will provide an organized and reliable

outcome that would allow Senior High School students to be more productive with all their

academic responsibilities, and personal growth. With the help of this study, it would encourage

the students to practice wise time management and lessens the possibilities of experiencing

cramming and stress. This research will also help remind Senior High School students that

scheduling matters not only for academic purposes but for everyday living. Furthermore, this

will help students to know the essence of scheduling as an advantageous factor for time

management and decision making.

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 ● SENIOR HIGH SCHOOL TEACHERS​- The outcome of this study will help the SHS teachers

manage the schedule given to them which constitutes effective teaching strategies and techniques

that can be maximized with the most suitable scheduling scheme. Senior High School teacher’s

availability is an important factor in scheduling scheme because class periods and subjects

offered depends on the number of available Senior High School teachers and their loads. With

this study, it would allow Senior High School teachers to manage their preparation time, lesson

execution, assessment and evaluation for their respective subjects.

● SCHOOL ADMINISTRATORS AND PRINCIPAL​- This research is to the advantage of

administrators and the principal as quality education is a necessity for an institution to prosper

and produce well- educated students. This research will also give awareness to which scheduling

method is beneficial to the whole organization. It will also help the administrators and the principal to

know the essentiality of scheduling as a factor on providing a conducive learning and teaching

for the members of the organization. Besides, this research will let them explore the different

scheduling schemes and to always assess the perspective of the students and teachers with

regards to matters like this to reach the standards of the school.

1.4. SCOPE AND DELIMITATION

SCOPE

This study was conducted to determine the perceptions of the Senior High School students and

teachers on the implemented scheduling schemes in selected RCBN-ES and AAPS school. In line with

this, the researchers looked for some aspects that would help determine the different thoughts and

opinions of Senior High School students and teachers towards scheduling scheme such as advantages

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and disadvantages to teachers and students and its factors that affect learning and teaching. The

cornerstones of the study were the Senior High School students and the Senior High School teachers of

the school. Additionally, the researchers also included Senior High School teachers and students from

other schools as respondents as well. The researchers came up with these kinds of respondents because

first, the ones that were commonly affected by school scheduling were the students and teachers.

Second, the research revolves around the perspectives of students and teachers about scheduling. And

lastly, the researchers want to explore the scheduling schemes implemented in other selected schools.

The following criteria will be used as a guide in this research:

● The respondents must be teachers of:

o Senior High School students

o Any subjects included in Senior High School program

● The respondents will be from Senior High School

o The respondents are male and female

o The respondents must be a student from the selected RCBN-ES and AAPS school (A.Y.

2018-2019)

DELIMITATION

The results of this study are only applicable to Senior High School program, students, and

teachers. Although the research has reached its aims, there were some aspects or factors related to

scheduling schemes that exceeded the limitations of the study. Researchers considered working on this

study to help students and teachers to be aware of the different scheduling schemes as well as the school

6
and to assess them about the efficiency of the different scheduling schemes. The researchers did not

include Junior High School students (JHS) in this research. Although, it could still be applicable to

them. However, they were not included by the researchers because of the time limit, also because the

aim of the research was to look for those respondents who would really be affected and would benefit by

this research study, and only the Senior High School experience the different scheduling schemes.

Moreover, Senior High School students were the only ones who were introduced to these changes in

scheduling scheme since they have new subjects preparing them for their college paths or courses. This

was not quantitative research because its main objective is to attain a deeper understanding on the

perceptions of students and teachers on the different scheduling schemes.

1.5. DEFINITION OF TERMS

● K-12 CURRICULUM- ​The K to 12 Program covers ​Kindergarten and 12 years of basic

education (six years of primary education, four years of Junior High School, and two years

of Senior High School [SHS])​ to provide sufficient time for mastery of concepts and skills,

develop lifelong learners, and prepare graduates for tertiary education, middle-level skills

development, employment, and entrepreneurship; A curriculum that brought many reforms in the

educational system of the Philippines, especially with scheduling.

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 ● SCHEDULING SCHEMES- ​A method or an organized plan that shows the times in the week

at which particular subjects are taught; Models of scheduling in which either the schedule of

each subject or the time duration of each subject are being experimented.

● PERCEPTION- The one that influences opinion, judgment, understanding of a situation or

person, and how one responds to a situation; It is a mode of apprehending reality and experience

through the senses, thus enabling discernment of figure, form, language, behavior, and action.

● SCHEDULING- ​It ​is the art of planning your activities so that you can achieve your goals and

priorities in the time you have available; Best remedy to avoid unexpected or unplanned

instances or situations.

1.6. FRAMEWORK OF THE STUDY

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 Students’ and teachers’ perceptions were used to assess the different scheduling

schemes such as: Traditional, Hybrid, 4X4 and Block. Evaluation of these two perceptions were used to

determine the effective scheduling scheme. These two perceptions include satisfactions and factors that

determines an effective scheduling scheme.

CHAPTER 2
REVIEW OF RELATED LITERATURE

LITERATURE

2.1. HIGH SCHOOL SCHEDULING SCHEMES

TRADITIONAL SCHEDULE:

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 Traditional scheduling spread its own roots way back in early 1900s. It was then managed by the

Carnegie Unit that emerged in 1906 which offers a framework that yields standardization of the optimal

amount of time required necessarily in obtaining one course credit, generally 120 hours. It became a hit

on numerous middle schools and high schools in the United States during 1990s which continuously

spread and became known in other countries. Prior to that, various schools applied traditional scheduling

so that students will meet every one of their teachers each day and to fulfill their course credit for the

whole school year. Hence, traditional scheduling offers classes meeting for four to five times a week, 40

to 60 minutes, and 36 to 40 weeks per year (Carnegie Foundation, 2002; The Carnegie Foundation for

the Advancement of Teaching, 2006). As stated by Rettig and Canady (2001), Several teaching staff

presume that traditional scheduling has the ideal amount of class time. They purport that each class

length ranging from 50 to 60 minutes is beneficial in developing core instruction for as two-thirds of the

day is spent on it. Thereby, teachers also have same students for the whole year to apply those core

instructions. Traditional schedule demonstrates students with six, seven, or eight classes period daily.

Furthermore, observations accumulated by researchers posit that students who uses traditional

scheduling exceed in Math and Science throughout the entire school year than the block schedule

students. This suggests that traditional scheduling led students to gain higher test scores in each subject

area. Teaching staff outlined that assignments such as classroom management is much easier to do

because of the allotted time in

traditional scheduling. Therefore, traditional schedule students have higher GPA than block schedule

students (Bateson, 1990; Gruber &Onwuegbuzie,2001; Zepeda & Mayers,2006).

Table 1.1. Traditional Scheduling

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Tim Monday Tuesday Wednesday Thursday Friday
e
7:00-7 Flag Community Community Community Community
:15 Ceremony Prayer Prayer Prayer Prayer
7:15-8 Subject 1 Subject 1 Subject 1 Subject 1 Subject 1
:15
8:15-9 Subject 2 Subject 2 Subject 2 Subject 2 Subject 2.
:15
9:15-1 Subject 3 Subject 3 Subject 3 Subject 3 Subject 3
0:15
10:15- RECESS RECESS RECESS RECESS RECESS
10:45
10:45- Subject 4 Subject 4 Subject 4 Subject 4 Subject 4
11:45
11:45- Subject 5 Subject 5 Subject 5 Subject 5 Subject 5
12:45
12:45- LUNCH LUNCH LUNCH LUNCH LUNCH
1:15
1:15-2 Subject 6 Subject 6 Subject 6 Subject 6 Subject 6
:15
2:15-3 Subject 7 Subject 7 Subject 7 Subject 7 CLUB
:15
3:15-4 Subject 8 Subject 8 Subject 8
:15

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 In addition, traditional scheduling promotes easier time paying attention for those students who

have special or specific disabilities such as ADHD. Students with such disabilities tend to have a short

attention span that’s why block scheduling inhibit these students from paying attention in a 90-minute

class. Moreover, traditional schedule attracts different opportunities that help students attain helpful

experiences for time management, balancing schedules, moving from one class to another, which are

somewhat important in molding students for life after high school. Also, this scheduling model helps

students acquire more minutes of instruction for a better opportunity of obtaining knowledge (Cromwell,

2006).

According to Lorcher (2012), advocators of traditional scheduling postulates that shorter class

time are more conducive and has less possibility of becoming oversaturated by the information need to

focus. With this, students can attend classes or lessons productively and foster to stop overstressing on a

certain subject for a longer period of focusing. Likewise, traditional scheduling can form a sense of

continuity and stability on student’s learning and understanding due to consistency of the course load

throughout the school year and having the same teacher as well. As a result, traditional schedule

students have greater capacity of knowledge in each subject when exams begin. Following the

footsteps of the principles of scientific management theory, the traditional scheduling accentuates

efficient use of time and resources. In addition, this scheduling scheme often provide a system of

“initiative and incentive” to manage and teach students at their finest without wasting a lot of time and

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resources. Traditional scheduling, lined with the scientific management theory, aims to systematically

organize the school system to provide better learning for a better future. Thus, being patterned after the

scientific management theory form the very essence of the whole system (deMarrais & LeCompte,

1999).

Nevertheless, Canady and Rettig (1995) assert that there are existing problems correlated with

the traditional schedule such as students having aggravating discipline problems due to traditional

scheduling merely focusing on academic subjects rather than self-disciplinary subjects. Moreover, due to

time-limited meeting in each subject, teachers are not able to develop close relationship to the students

which could lead students to disrespect their teachers. Also, traditional scheduling lead to lack of time

for completion of graduation requirements which are necessary to be given enough time to successfully

move to another level, which simply means that students have less time in doing tasks with

corresponding piles of work. It also causes depersonalization to the characteristics of the students which

is the root of having frenetic

environment which could result students to become passive rather than expressive. Besides, having a

shorter period each subject could hinder and limit conducive learning and instructional possibilities

creating time difficulties for the teachers and students respectively that could discourage a user- friendly

workplace for teaching staff.

Additionally, the Commission’s report, Prisoners of Time (1994) highlighted five reasons why

there is a need of reconstructuring of traditional scheduling:

● Having a fixed order of class periods throughout the entire school year.

● Manipulating the academic time for nonacademic activities.

● Teachers having not enough time to do their job properly.

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 ● Achieving world-class standards without having enough time and preparation.

● Traditional schedule must make changes not only inside the school but also on the outside.

BLOCK SCHEDULE:

As reported by James Leroy Pedersen (2001), after a devastating failure of modular scheduling, a

new scheduling mode/ reform movement had emerged. It was in the early to mid-1960s when block

scheduling appears to change the traditional view of school scheduling. However, it was not as fast as

traditional scheduling in gaining popularity in the United States, yet as years passed by, little by little, it

reached its peak in 1980s. Likewise the modular scheduling, block scheduling addressed various

problems of the traditional schedule. Block scheduling has several types: ​4x4 block scheduling,

alternating day (A/B) block scheduling, Modified block scheduling, and Hybrid block scheduling. Based

on Van Mondfrans (1972), widespread development of the structure of block scheduling must be

accredited to Joseph Carroll, a former superintendent of schools in Massachusetts, which he calls the

“Copernican Plan”. Block scheduling was associated with the Copernican Plan throughout its existence,

creating different variations that are currently being used today. The two most popular configuration

used

predominantly in the United States are 4x4 block and A/B block. All the various types of block

scheduling, including 4x4 and A/B block, has at least 90 minutes per class periods.

In accordance with Carroll (1990); Carroll (1994), The “Copernican Plan” was created through

Nicolas Copernicus, a 16​th​-century astronomer, who postulate that the sun was the center of the universe.

The Copernican Plan adhere that the fundamental change “is a change in schedule”. It was also

purported that the Copernican Plan was “a solution looking for a problem”. Carroll (1990) called his

extended structure as “Micro-structuring”. In the study of David (2006), the block schedule guaranteed

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extensive opportunities for the teaching staff to employ different teaching techniques in approaching

students so that they will learn how to become independent and strategic. It also mitigates the tasks of

the students and teachers respectively in managing the different functions of the organization. Also, it

enables students to concentrate very well in every subject as to have more time understanding and

reflecting on every lesson. Lastly, it gives students a chance to involve in choosing an optional subject

rather than the core subjects.

A study by Canady & Rettig (1995); Queen (2003); Winans (1996), affirm that advocates assert

that block scheduling can improve academic connection in every student since they have much longer

time in every subject to do their activities for them to have an application of what they have learned.

Same with traditional scheduling, it also enhances one’s GPA which has significant difference with the

GPA of traditional schedule students. It also increases graduation rates since students have fewer classes

and a very flexible time in complying their graduation requirements. Last but not the least, it alleviates

students from being absent because it will just give burdens to both student and teacher. In accordance to

Chudy et al. (2015), the longer the allotted time, the higher the chance of helping the students really

understand the content of what they are studying. Which can be done through social interactions,

activities with relation to the content of the lesson, and real-life application of the gathered knowledge

and learning. In

fact, Chudy et al. (2015) purport that block scheduling has correlation with the constructivist theory in

education since its central structure focuses on “stimulating learners to interactivity, social

communication and to the development of their own knowledge, structures of knowledge and to the

critical assessment of information”. Emphasizing the core tenets of the Constructivist Theory, block

15
scheduling could possibly produce great achievements, world class quality, and beneficial learning

experiences for students.

Lois- Lynn Stoyko Deuel conducted a study where it aims to know how does block scheduling

courses affect student outcomes and the learning environment in the schools. Block-scheduling designs

were created to support a longer and more in-depth study of subjects, minimize class-to-class transitions

and administrative duties, increase instructional flexibility, and allow greater variety in course taking. In

what is known as the 4x4 model – the block scheduling design highlighted in this study – students take

four separate 90-minute classes each day for a semester, while teachers teach four classes and have one

preparation period each day. In spite of the fact that much of the research on block scheduling has been

positive, two studies in Canada have shown either no effect or a negative effect on student achievement,

as has a study out of North Carolina. The timing of the end-of-year assessments is one interesting issue

raised in these studies because students in block schedules cover material in larger blocks, if the

end-of-year assessment occurs a significant period before the actual end of the year, these students will

have less opportunity to learn – that is, will have less instruction in – the subject than their traditional

schedule peers, possible resulting in lower test scores. This may be particularly important as states align

their assessment systems with the No Child Left Behind requirements.

In this study, their respondents are high schools in Broward County Public Schools (Florida).

Ten schools in the study used a semester block- scheduling model and 12 used traditional seven-period

day. Ten teachers and three counselors are randomly selected from each block-schedule school were

asked to complete a survey designed to evaluate their perceptions about the success of block scheduling.

Furthermore, principals at each block-schedule school are also contacted to answer an open-ended

telephone survey, but only half percent chose to participate. Student data were analyzed using

16
attendance, internal and external suspension rates, as well as behavioral feedback from the teacher and

counselor surveys. While there was no significant difference in the attendance and suspension data,

about one-third of the teachers reported improvement in student’s promptness, attendance, and conduct,

and more than half claimed that schools were generally cleaner. Students in block-schedule schools

earned higher grades and had a lower rate of course failure, however, there was no significant difference

between block-schedule and traditional schools in performance on standardized academics measures.

Teachers reported that their practices changed when the block schedule was implemented, allowing the

use of a wider array of teaching strategies and learning activities, as well as more personalized

instruction. they also reported that they have less stress in school, increased common planning time and

some teachers noted that they prefer the block schedule to their previous schedule. Block scheduling

may result in stronger relationships between students and teachers, as well as improved school

environments and achievement as measured by student grades.

Despite of those advantages, block scheduling still has pitfalls. The radical changes that block

scheduling did to the class schedule brings out a lot of concerns. Most of these has something to do with

student retention and instruction (Hartzell, 1999). Since, block scheduling has a really great impact to

student’s success and teaching staff’s instructional materials, which has a very little difference between

the students of traditional schedule based on the advocates assertion that teachers in block scheduling

could not teach the same amount of content with the given amount of time. After Arnold (2002)

conducted a research about the scores on the Tests of Achievement and Proficiency (TAP) in Virginia

and observing the impact of block scheduling, the findings show that despite of having few schools

implementing block

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scheduling, traditional schools outshine. According to Arnold (2002), “the findings did show that school

implementing A/B block schedule can expect an increase in mean scale scores during the

implementation year, but that an increase in mean scale score may be negated during the subsequent

years of block scheduling”.

Table 1.2. Block Schedule

Time Monday Tuesday Wednesday Thursday Friday

7:00-7:1 Flag Community Community Community Community
5 Ceremony Prayer Prayer Prayer Prayer
7:20-9:2 Subject 1 Subject 1 Subject 1 Subject 1 Subject 1
0
9:20-9:5 RECESS RECESS RECESS RECESS RECESS
0
9:50-11: Subject 2 Subject 2 Subject 2 Subject 2 Subject 2
50
11:50-1 LUNCH LUNCH LUNCH LUNCH LUNCH
2:20
12:20-2: Subject 3 Subject 3 Subject 3 Subject 3 Subject 3
20 Subject 4

HYBRID BLOCK SCHEDULE

The hybrid block schedule is about mixture of different scheduling scheme, including traditional

scheduling mode, in order to fulfill the curriculum requirements. Throughout the whole year, students

would have combinations or blending of two or three models depending on the need of the class. This

allow greater freedom so that class courses would fit the needs of the students. Nonetheless, hybrid

block scheduling provides an even more challenging in analyzation the school schedule because it leads

many teaching staff to get confused about the schedule in each day since its mixed which is a nightmare,

not only to teachers but also to students. Anyways, hybrid scheduling model brings out the benefits of

traditional schedule and block schedule at the same time (Gruber & Onwuegbuzie, 2001). According to

Boarman and Kirkpatric (2015), There are a large percentage in several schools in America that have

been

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successful in using hybrid schedule. In fact, since every class was not amendable to the same cure, the

hybrid scheduling became the solution to what these high schools were facing. Hybrid schedule allow

students to meet Each day for three blocked classes and one single period that met every day for the

entire school year. This structure allows greater freedom in student scheduling and programs that are

tailored to individual student needs, but it can be overwhelming to the school personnel who schedule

students.

Table 1.3. Hybrid Block Schedule

Time Monday Tuesday Wednesday Thursday Friday

7:00-7:2 Flag Adviser’s Adviser’s Adviser’s Adviser’s
0 Ceremony Time Time Time Time
7:20-9:2 Subject 1 Subject 1 Subject 1 Subject 1 Subject 1
0
9:20-9:5 RECESS RECESS RECESS RECESS RECESS
0
9:50-11: Subject 2 Subject 2 Subject 2 Subject 2 Subject 2
50
11:50-12 LUNCH LUNCH LUNCH LUNCH LUNCH
:20
12:20-2: Subject 3 Subject 3 Subject 3 Subject 3 Subject 3
20
2:20-3:2 Subject 4 Subject 4 Subject 4 Subject 4 Subject 4
0
3:20-4:2 Subject 5
0

A less dramatic hybrid option adopts a block scheduling model for only one day each week, when

students pursues narrow topics intensively for a quarter or semester. As stated on the article by Curt

Yeomans (2010), there were schools with hybrid scheduling that faced problems with regards to the

frustration of the parents due to students struggling in the core subject areas, such as English and

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Mathematics. Several researchers concluded that there were instances, though could be a good solution

as an alternative to what is “best” among the scheduling schemes, where students complain about the

unequal distribution of time

period each subject which led students to excel from those subjects with longer hours and struggle to

those subjects with shorter periods.

4x4 BLOCK SCHEDULE

The 4x4 block schedule is an optimal scheduling mode for those students who are particularly

critical of being failed at school due to having only four courses each day which is somewhat good for

the students to concentrate and focus very well on the subjects they think they are at risk of failing.

Aside from that, students were encourage to build up relationships with teachers since they have classes

meeting of approximately 90 minutes each day could somewhat help the students and teachers to know

each other very well. Last but not the least, this scheduling mode bestow students to have individualized

attention, which means that longer the class period, the more opportunity for the teacher to give

everyone the attention they need for learning. Thus, this type of block scheduling produces the greatest

gains in student performance. (Queen & Isenbour, 1998)

Table 1.4. 4x4 Block Schedule

Subject 1 Subject 5
Subject 2 Subject 6
Subject 3 Subject 7
Subject 4 Subject 8
1​st​ Semester 2​nd​ Semester

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 The 4x4 block scheduling is a very ideal scheduling mode for those students who get bored of

seeing their teacher again and again. It was said that 25% was reduced so that students will pay attention

once they have met again their teachers. As a result, teachers were encourage to have an individualized

teaching for better instructions. This /simply means that 4x4 promotes students to bring out their

uniqueness and also tutorial guidance so that students would not be left out. Another is that 4x4

scheduling

give chances to students to retake their failing subjects, or what we call remediation (Queen, Algozzine

& Eaddy, 1996).

2.2. FACTORS OF AN EFFECTIVE SCHEDULING

TIME MANAGEMENT:

According to the Mind Tools Content Team, "Time is the one resource that we can't buy, but we

often waste it or use it ineffectively. Scheduling is the art of planning your activities so that you can

achieve your goals and priorities in the time you have available. Scheduling helps you think about what

you want to achieve in a day, week or month, and it keeps you on track to accomplish your goals."

Scheduling helps you think ahead of the things that you can do in a certain time. It provides you an idea

of taking down all the tasks and highlighting the essential ones that can help the individual to prioritize

and use their time in order to finish the said task and being able to pass it on time. Scheduling also add

contingency time for the unexpected task, so that one will not be confused about where to insert that in

your schedule and what to do first. Listing all the things that you will do in a day or in a certain schedule

can help you finish them up before the day ends. This will also lessen the works/task that you will do on

the next day. Put some motivation and efforts while doing the task and work steadily towards your

21
goals. Make sure to have time allotted to your family and friends, exercise and hobbies because

scheduling isn’t always about managing time on tasks but also for recreation. Maintain the good

work-life balance and to be positive always, so that you will not be distracted by your schedule.

According to Wong and Wong (1998), there are four different types of school-day time:

Allocated time, Instructional time, Engaged time, and Academic learning time. Wong and Wong

describe the allocated time as the total time for teacher’s instruction and students learning. According to

research reported in Wong and Wong (1998), the typical teacher consumes 90 percent of the allocated

time. Yet

the only way a student learns anything is by putting effort - by learning to work. Instructional time as the

time of teachers is actively teaching. Engaged time as the time where the students are involved in a task.

And academic learning time as the time where teachers prove that students learned the content or

mastered the skill.

STUDENT-TEACHER RELATIONSHIP:

​Students and teachers spend more of their whole time in school in almost everyday throughout

the year. Therefore, not surprising that the teachers had many impacts in their students. Study shows

that scheduling has an effect between students learning and teachers teaching also as well in their

relationship either good or bad, students with good relationship with their teachers encourage them to

learn more and study well. ​According to Kirby Hall School (December 4, 2017), ​“the relationship

between teachers and students can have a lasting impact on the development of a child. Teachers who

have strong bonds with their students have been shown to be more effective in their teaching roles”.

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 Scheduling is one of the factors that impact the relationship of the students and teachers.

Scheduling has pros and cons which can affect the academic learning and performance of the students

also the teaching routine of the teachers. Therefore, building a good rapport with the teachers results to

success, it enables the students improve their knowledge in dealing with all different lessons and

activities provided by the teachers. Teachers preparation depends on the school implemented schedule

and students learning depends on teaching style or strategy of the teacher having more time schedule is

an opportunity for the teachers to maximize their time to prepare and produce quality teaching strategy,

on the other hand having more time for students tends them to finish their tasks on time but then

scheduling has disadvantages, having more time tends the students to procrastinate and feel lazy and

having no time makes them feel tired in accomplishing tasks because they need to make double time in

order to finish all

the requirements and this affects the relationship between students and teachers since they have no time

to communicate due to keeping the students busy in dealing too much activities.

ATTENTION SPAN:

Attention is the ability to control and ignore distractions and at the same time the ability to listen

and get information. Paying attention sounds easy right? However, students only spend 45% of their

time listening during class. Therefore, most of the time teachers scold their students for not paying

attention during class. As stated on the research about the attention span of students conducted by Kiley

Stasch (2014), students are having some difficulties to maintain their attention throughout the entire

lesson. Examples of the distraction are having many students especially in public schools, losing an

interest or attention, and the behavior of their peers. Those distractions may affect their own academic

23
success. “Boredom is a significant issue in higher education” (Craig, Graesser, Sullins, & Gholson,

2004; Pekrun, Goetz, Titz, & Perry, 2002; Shernoff & Csikszentmihalyi, 2003). In a series of five

studies by Pekrun, Goetz, Daniels, Stupnisky, and Perry (2010), they found a positive relationship

between boredom and attentional problems while a negative relationship existed between boredom and

academic performance. According to Pekrun et al. (2012), they found that boredom was experienced

significantly more than other negative emotions directly tied to learning and achievement.

In relation to scheduling, boredom often occur in either continuous schedule (traditional) or 4

period schedule (block) depending on either the number of subjects or number of hours of vacant gap

each subject. In a study conducted by the California State University, when students were asked how

their schedule impacted their being able to focus and keep their attention during the entire duration of

the period, equal result were produced leading to a conclusion that both were better for some and worse

for others. Papadakis (2007) recommended that teachers should have break periods in the block classes

to help the student attention spans. On the other hand, Hanover Research (2014) suggest that there

should be

approximately 5 minutes break before moving between classes built into daily traditional schedule to

increase the attention span of the students. Rettig, M. D. (n.d.). Barker, Joireman, Clay, and Abbott

(2006)

stated in Schedule Matters: The Relationship between High School Schedules and Student Academic

Performance, that block scheduling allows for less distractions since there are fewer passing times

during any given day.

LEARNING:

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 Innovative class schedule provides different impacts to students’ learning. According to Shapiro

and Williams (2014), “Learning is a complex and cognitively taxing task that depends on a multitude

factors, including the context of a student’s school and classes”. Learning is one of the factors that is

being affected by scheduling. Class schedule may force students to learn at a time of a day but when

learning is adversely affected by the time, then there’s an opportunity to rearrange class schedule to

improve overall achievements. According to Pope (2014), “Leaning monotonically decreases throughout

the school day and that having a morning instead of afternoon Math or English class increases students’

GPA. Schools often decide to extend either the school year, school day, or both which is often based on

the assumption that more time in school should result in more learning and better student performance.

However, as just stated, the relationship between time and learning is complicated. According to an

observation made by Andrew Johnson (2016), “​Student ​falls asleep during a long, laborious class period

of the block-schedule. The trendy block schedule allows too much time for students and teachers to drift

into unproductivity. During the eight-period day, students’ minds remain alert and occupied by changing

environments and consistent day-to-day routines. According to a research brief Education Partnerships,

Inc. that maintaining long-term learning, a class need to de-stressed. Time allotted on each subject force

students to get all the information provided which in fact lead to stress making a more harder leaning

absorption. Schedule is only a small factor affecting learning, but it does a lot in every educational

aspect of the students.

TEACHING STRATEGIES:

Scheduling could provide time for the development of meaningful rapport between students and

teachers. According to Meg Benner and Lisette Partelow (2017, "The minutes and hours of the school

day are critical to build knowledge, foster students’ motivation, and drive student outcomes". This

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provides an idea that school scheduling depicts every aspect from teaching to learning, from instruction

to application. As it was said, "students aren't the only ones who need more time to learn; teachers also

need more and better time for learning and for planning" (Eileen G. Merritt. Teachers need to manage

their time to accomplish so many important things; As the k-12 curriculum spread reforms throughout

the education system in the Philippines, learning strategies were used to maintain attention span, time

management, students and teachers relationship. A teacher performance in teaching is affected by

different internal and external factors like time and schedule. With these factors, teachers were provided

with successful teaching that would effectively regulate students’ learning and serve as success

indicators for a school (Polk et al, 2006). According to Downing and Peckham-Hardin, 2001), “The

teachers became sufficient if the mean of his/her method in teaching used a class schedule in improving

skills, communication, reading, writing and mathematics”. More simply, every time of day matter to

teachers when discovering the styles, they use and how they communicate in the classroom.

TEACHING TIME:

According to David Blazar (2016), The classroom teacher has a variety of roles and

responsibilities that change according to the students he or she instructs. Teacher efficacy helps teachers

plan effective instructional strategies, increases performance, and enhances teacher’s effectiveness and

productivity. Teachers teach in many ways including lectures, small group activities and hands-on

learning activity. Teachers are given curriculum they must follow that meets state guidelines. Teachers

can help students become more self-reliant, motivated to learn, and willing to take risks. Further, by

modeling strong

organizational and management structures, teachers can build students own ability to self-regulate. Piana

and Hamre (2009) describe a set of emotional supports and organizational techniques that are equally

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important to learners as teachers’ instructional methods. Also views of the highlight of the importance of

the teacher behaviors that develop students’ attitudes and behaviors in ways that may not directly impact

test scores. However, due to changes made by the implemented scheduling scheme teachers tend to have

unorganized instructional time As O’Brien (2013) states that increasing instructional time has lots of

common-sense appeal as a mechanism for raising student achievement. According to Learning Portal

(2018), Schools should give every teacher an adequate number of days and hours for their instruction

and to deliver quality lessons. Thus, providing maximization of student engagement and learning.

Adhering to classroom schedules has not always been easy. Students, administrators, visitors and other

interruptions always seem to compete with this little time given for instruction. According to James F.

Blakesley et. Al

(1998), shorter class periods brought a major reduction in the instructional time of the teacher. T​he

squeeze for time to plan lessons and complete other administrative tasks shapes a school’s professional

environment and, ultimately, affects the quality of instruction​. Planning and organizing lessons prior to

meeting with students can be a key on effective management of instructional time (Times Reporter,

2015).

2.3. SCHEDULING IN DIFFERENT ENVIRONMENT:

SCHEDULING IN WORKPLACE:

Based on the study of Sherrie Scott, scheduling is important for the employees in several ways.

In order for the employees to work efficiently, employees need to rely on their schedule. It helps them

manage their time wisely and to work productively which shows the overall performance of the

company. Managing workloads of a company is hard without schedule. Scheduling employees controls

the length of shifts and when the employee will take break and lunches. In addition, to keep fair labor

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standards and record keeping, schedule for employees is needed to know how much hour an employee

will work which

also manages the compensation and payroll. Scheduling also dictates the amount of compensated an

employee will have based on the number of hours they work. In relation to it, scheduling employees

gives assistance to the company to observe their employees like employees’ performance, productivity

and even the attendance. Performance and productivity because the company itself can review the

number of workloads accomplished by the employee in the schedule. Attendance because the company

can review whether a specific employee will work today or not. Scheduling is necessary not only for

employee to know whether they are supposed work today or not but also to the company that maintains

an organized scheduling system because it dictates the employee’s responsibility too.

On the other hand. According to the study of Anna Assad, there are also the disadvantages or the

effects of scheduling for employees. For example, Improper overtime. This can greatly affect not only

employees’ performance but also their health. Increased in the amount of time is used for numerous

reasons like projects and loads of paper works that is needed to accomplish ahead of time. If the

manager needs to schedule overtime, the number of hours in overtime must be divided equally among

the employees. Overtime gives them excessive number of hours that leads stress and health issues for

the employees. The lack of time to rest for the employees contributes to the increased of stress level for

them and also the rate of absenteeism for employees. An employee who is overworked may lower their

performance and morale because they may be either powerless or they are frustrated. In addition,

Improper overtime also gives them dizziness that causes the employee to do their job incorrectly and

often do mistakes. As a result, they interact with other employees negatively and they will feel frustrated

too towards their work. The responsibility that they must do in their job are important but with poor

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overtime scheduling they cannot handle it. In line with that, as this overtime scheduling problem

continues higher turnover will be the problem and the company will deduct a salary for the employer as

they are responsible, and they are the ones who handles the overtime schedule.

SCHEDULING IN SCHOOL:

Scheduling is an important factor but not fully used resource for school innovation. Through our

work in schools across the country, we have seen simultaneously how a schedule can result in more

effective use of time, space, and resources; improve instructional and teaching climate; help solve

problems related to the delivery of instruction especially in the mode of communication; and assist in

establishing desired programs and instructional practices. According to Bonsting (1992), “It is more

often the structure of an organization than the inadequacies the people who work within it that causes

problems”.

As it was stated by Canady and Rettig (1995) that scheduling faces some general issues in schools such

as providing quality time, wherein fragmentation is the most often problem in every scheduling

schemes; creating school climate is also provided by scheduling because scheduling is not only provided

for all learning purposes only, it was also design to develop skills, discipline, and values since schedule

provides student a time to exposed on something or someone which could influence the students; lastly,

schedule provides varying learning time which is a critical issues in many schools since time allotment

on each subject may or may not affect students since learning is not only dependent on scheduling but

also to other educational factors such as the teachers and facilities.

According to Dr. Dibon (2010), “Teacher’s expressed concern that higher level of frustration and

stress due to a lack of assigned time to prepare classes can negatively impact on their interactions with

the students’, Scheduling may be a little factor of student’s learning yet scheduling has a widespread

impact not only to students but also to the whole school organization. Scheduling has a really big

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function in schools especially when a student or even a teacher are juggling to accomplish many tasks

and workloads which is good in providing conducive environment for both teachers and students.

CHAPTER 3
METHODS AND PROCEDURES

OVERVIEW

This chapter gives an outline of the research method that were followed in the study. It provides

information on the participants, that is, the criteria for inclusion in the study, who are the participants,

where, and how they were sampled. The researchers describe the research design that was chosen for the

purpose of this study and the reasons for this choice. The instrument that was used for data collection is

also described and the procedures that were followed to carry out this study are included

3.1 RESEARCH METHODOLOGY/ DESIGN

The research methodology or design used in the research is Qualitative to have a perceptive

understanding on the aspects that will help the researchers as well as the Senior High School program of

the selected schools on determining the different opinions and perspectives among the different

scheduling schemes. The research approach used in this study is a narrative research which absorb a

group of approaches that rely on the written or spoken words or visual representation of individuals

which will really fit in analyzing an unstructured questionnaire and interview. This methodology suits

the research, although most of the related studies used Quantitative method, due to the objectives of the

study. In addition to that, one of the objectives of the research is to capture expressive information

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which cannot be conveyed in quantitative data. With this, the researchers can get large volumes of

quality data from a limited number of people. According to Mashego and Neuman (2008), In qualitative

research, the researcher is in continual interaction with the participants or respondents to discover the

participants meaning of his/her life world. For the purpose of this study, the research paradigm that was

followed was of qualitative nature, using unstructured questionnaires and interviews.

3.2 POPULATION/ RESPONDENTS/ SAMPLE

The participants for this study were Senior High School students and teachers at St. Francis

Xavier Catholic School, Our Lady of Lourdes Catholic School and Divine Grace School. The students

ranged in grade level from 11th grader to 12th grader. The scheduling schemes that were implemented

in St. Francis Xavier Catholic School, Our Lady of Lourdes Catholic School and Divine Grace School

were as followed: traditional, block, 4x4 and hybrid respectively. The researchers have gathered data

from Saint Francis Xavier Catholic School with a total of 64 Senior High School students, Our Lady of

Lourdes Catholic School with a total of 80 Senior High School students, and Divine Grace School with a

total of 211 students.

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 Figure 2.1. Overall Population

However, since the overall population is too big to gather using a unstructured questionnaire, the

researchers have decided to used a sampling technique to maintain the reliability and credibility of the

data gathered, and also to lessen the time needed for analyzation which is done in more than a week.

Figure 2.2. Sample Size

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 Figure 2.2. Scheduling Scheme

The scheduling scheme that were used by Saint Francis Xavier Catholic School, Our Lady of

Lourdes Catholic School, and Divine Grace School are as followed: Traditional, Block, Hybrid, and

4X4. Each school were randomly sampled with a confidence level of 99% and 5% marginal error.

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3.3 RESEARCH INSTRUMENT

The researchers used open- ended questionnaires for the students-respondents and interview for

the teachers-respondents as data collection instrument for this study. Qualitative data were collected

through these two instruments to determine the different perceptions and opinions of Senior High School

teachers and students towards scheduling. The interview and questionnaires were designed for the

respondents to have the opportunity to express their opinions and give detailed answers for the

researchers. The student-respondents may remain anonymous when answering the survey questionnaire.

For the validation of the research instrument, it was presented to the researchers' adviser and

professional private educator for the needed corrections, improvements, and approval. The adviser's

correction or suggestions was considered in coming up with the final revision of the research instrument.

The interview and questionnaires were developed by the help of the statement of the problem and

reading reference materials and other related studies about scheduling schemes. The main advantage of

personal interview is it involve personal and direct contact between interviewers and interviewees, as

well as eliminate non-response rates.

3.4 DATA GATHERING PROCEDURE

The researchers designed two ways of data gathering: open- ended questionnaires and interview.

The first phase of the data gathering started last February 7, 2019 wherein the researchers visited their

chosen schools to give the permission letter, which will help the researchers to have a formal consent

allowing them to conduct a survey and interview followed by requesting the demographic profile of the

Senior High School students in every school, sample scheduling schemes implemented, and the

availability of the Senior High School teachers. The first data gathering began last February 13 and 14,

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2019 on Saint Francis Xavier Catholic School. The data was obtained from the questionnaires provided

only for Senior High School students, asking them to respond to each question according to their own

perspectives and thoughts about the scheduling schemes implemented and currently using. Data

gathering from Our Lady of Lourdes Catholic School and Divine Grace School started last February 15

and 22 respectively. Likewise, the data collection were also questionnaires for students-respondents and

interview for teachers-respondents. The handling of questionnaires was done personally and facilitated

by the researchers for fast retrieval of responses. Every after retrieval of responses on every school, the

researchers have conducted an interview of Senior High School teachers from each school. On the

making of the findings, the researchers provide more than a week to analyze and generalize all the data

gathered for the interpretation and analyzation of the data to assures it reliability and accuracy. The

teachers’ interview used a purposive sampling technique or a non-probability sampling to lessen the

amount of the information to be included in this study.

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