Class Schedule Shifting: Understanding the

Perspective in Class Schedule Shifting of Talisay

Senior High School

Leader:
Sandy M. Tayubong (S.O.P, Significance of the Study, Conceptual Framework,
3 RRL)
Members:
Louise Charl M. Cacao (Introduction, S.O.P, Definition of Terms, Theoretical
Framework, 7 RRL)
Alyza Nicole M. De Castro (Title and Topic, 1 RRL)
Edrian D. Brioso (Print)
Abygail L. Bermudo (1 RRL)
Rica May N. Polo (Load, Print)
Marisol A. Cipcon (Load, Print)

Chapter 1
Introduction
Schedule Shifting in the Philippines can provide students with greater autonomy and
control over their learning, enabling them to better manage their schedules and prioritize
their commitments and interests. This approach also recognizes the diverse learning
needs and preferences of students, allowing them to personalize their education and
achieve better academic outcomes. Overall, the adoption of schedule shifting in schools
represents a significant shift towards a more student-centered approach to education,
which could have far-reaching implications for the future of learning in the Philippines.
Many schools in the Philippines have embraced this approach and have reported
promising results, such as increased student engagement, improved academic
performance, and higher graduation rates. By adopting schedule shifting, schools have
been able to provide students with greater flexibility and options in their learning, which
can help them better manage their time and personalize their education. Overall, the
integration of schedule shifting in schools in the Philippines has shown promising
outcomes, which could have a significant impact on the future of education in the
country.Nonetheless, certain concerns exist about schedule shifting, which include
decreased student social interaction and the necessity of providing more resources and
support to those who face challenges with self-directed learning.
 The aim of this thesis is to examine the advantages and difficulties of shifting
schedules at Talisay Senior High School, along with the elements that promote
successful execution. This innovative approach to school scheduling will be
comprehensively analyzed by the study, which will draw on existing literature and
conduct interviews with educators, students, and parents.

Statement of the Problem

1. What is the demographic profile of our respondents?
1.1 Name
1.2 Age
1.3 Sex
2. How does schedule shifting affect students' personal life and student’s
learning?
3. What is the student's perspective on schedule shifting?

Significance of the Study

The researcher believes that this study will not only yield data that will be
helpful to our students, more so to the following group of people:
The Learners. In particular, the Students in Talisay Senior High School will be
equipped with how students' perspective on schedule shifting is done and as to how it
works to our students. Hence, students may aspire to be effective with schedule shifting
in order for them to practice themselves having a schedule shifting.
The Teachers. The result of this study will offer teachers particularly the teacher
that experiences struggles in schedule shifting.
The Parents. The results of this study will give our parents and guardians ease
of heart knowing the schedule shifting issue in Talisay Senior High School.
The School. The data will provide the school with adequate information to better
adapt to the students' changing needs and technological advancements which support
flexible education delivery.

Scope and Delimitation of the Study

The scope of the study is broad will be our Honor Students, Students who
lives further from the School, Teachers who’s acclimated with Schedule Shifting. This
study is limited to our honor students, students who lives in distance from school,
teachers who's acclimated with schedule shifting, and parent/guardian of students that
have a perspective in schedule shifting in Talisay Senior High School
The study's scope is broad, and it will include our honor students, students who
live farther away from the school, and teachers who are used to scheduling shifts. This
research is only open to Talisay Senior High School honor students, students who live
far from school, teachers who are accustomed to schedule shifting, and
parents/guardians of students who have an opinion on schedule shifting.
Definition of Terms
Self-directed Learning is an educational approach in which individuals take
responsibility for their own learning process, choosing what and how they learn, setting
their own goals, and evaluating their own progress.
 Acclimated It implies a gradual adjustment to the conditions or surroundings,
often involving physiological or psychological changes, to achieve a comfortable or
optimal level of functioning.
Theoretical Framework
Social System
Theory

Human
Dependence
Class Schedule Theory
Shifting Resources
Dependence
Theory
Diffusion of
Innovation Theory
Figure 1. Theoretical Model of the study of Barry Gibson (2016), Matthew E. Archibald
(2017), ` Pfeffer (1978), and Everett M. Rogers (1962).
Understanding how different facets of society interact to satisfy people's needs
is possible via the study of social systems. It is predicated on the notion that a variety of
factors, including families, friends, and social contexts, may significantly influence how
individuals behave. The notion of human dependency describes how interdependence
exists between individuals. Although it is not widely recognized, there are other theories
in sociology and social science that also address reliance. Dependency theory is one
such theory. It clarifies the uneven and interdependent connection between developed
and developing countries. Resource dependency theory is an additional hypothesis. It
investigates how resource acquisition affects corporate behavior. The notion of resource
dependency describes how various organizations rely on certain resources in order to
operate. According to this notion, companies may take use of their influence and control
over these resources to shape their behavior. According to the notion of innovation
diffusion, new concepts and technologies have a propensity to permeate communities
and cultures throughout time. One of the earliest social science ideas, it was created by
Everett M. Rogers at the beginning of the 1960s. Diffusion is the process through which
an invention spreads among the people in a social system via certain routes.
Conceptual Framework
Input Process Output
Students, Teachers, There will be an The Study will
and Assessment provide adequate
Parents/Guardians through an information about
have their own Interview about the Perspective of
Perspective in Class Schedule Shifting the Students,
Schedule Shifting. using a Qualitative Teachers, and
Survey. Parents.
 Figure 2. Input-Process-Output (IPO) Model
This shows the conceptual framework of the study. In the Input box is the
Students, Teachers, and Parents/Guardians has their own Perspectives in the Class
Schedule Shifting. Next is the Process box which states the, from the word itself, it is
the process of how the researchers will inquire answers from the Respondents. Then in
the third box which is the output or the recommendation of the Study.
 Chapter 2

Related Research Literature

Foreign Studies
Research has shown that sleep duration and quality have a significant impact
on students' academic performance and overall well-being, especially in adolescents.
Several studies have explored the effects of schedule shifting, specifically delaying
school start times, on sleep patterns and academic performance in schools.

As per Owens, J., Belon, K., and Moss (2019). For instance, a research by
Owens, Belon, and Moss (2019) that included more than 27,000 children from various
schools discovered that moving school start hours later in the day led to better
academic achievement, including higher grades and test scores. Similar to this, a
research by Doi, Ishihara, Uedo, and Komada (2019) in a Japanese high school found
that postponing school start hours enhanced students' sleep length and improved their
sleep quality.

A. R. Wolfson, N. L. Spaulding, C. Dandrow, & E. M. Baroni's research supports

this. (2007). Additionally, Wolfson, Spaulding, Dandrow, and Baroni (2007) found that
middle school kids' shorter sleep duration and higher daytime tiredness were related to
earlier school start times. After discovering that cities with earlier start times had higher
crash rates among adolescent drivers, Vorona, Szklo-Coxe, Wu, Dubik, and Zhao
(2011) hypothesized that postponing school start hours could lower the likelihood of
accidents involving teenage drivers.

Hertz, M. F., and Donatelle, R. J. (2013). In addition, Hertz and Donatelle (2013)
found that postponing middle school start times by an hour led to pupils getting more
sleep overall and feeling less sleepy during the day.

In summary, these studies collectively emphasize the importance of sleep in

relation to academic performance and suggest that schedule shifting in schools, such as
delaying school start times, may have positive effects on students' sleep patterns,
reducing daytime sleepiness, and potentially improving academic performance and
safety among teenage drivers. Further research and consideration of implementing
such changes in school schedules could potentially enhance the well-being and
educational outcomes of students.
Local Studies
According to Jenny Díaz-Ramírez, Carlos Mario Leal-Garza, Carlos Gómez-
Acosta, (2022). After the COVID-19 lockdowns, as we all strive towards a "New
Normalcy", one of the key challenges has been ensuring the safe return of students and
employees to schools and workplaces. Transportation services play a crucial role in this
process, but they need to adapt to new requirements like multiple bell times, staggered
schedules, and reduced bus capacity due to physical distancing rules. In our research,
we focus on addressing these challenges in a university setting, with the goal of
optimizing social interests like demand coverage and travel time with limited resources.
We propose a two-step approach, where we first generate optimal bus routes and
schedules, and then use real-time demand data from students via a mobile app for
dynamic routing. We also explore stop-skipping as a strategy to further minimize travel
time. Our integrated transport solution was tested in a university case study and showed
promising results in meeting these new requirements. We also conducted numerical
experiments with different solution algorithms to identify the most effective approach for
this type of problem.

According to The Varsitarians (2014). The school year in the Philippines will now
be the same as in other countries in the region, with students starting school in June
and finishing in September. This change is meant to make it easier for young people
from member-countries to enroll in any school in the region. It is hoped that this will help
create a borderless society and one of the effects of this would be that students from
member-countries can start school at any time.
University students will be able to move between universities in the Asean
Integration scheme, but the Department of Education says this is not a change to how
basic education is delivered. The Commission on Higher Education is studying the
feasibility of the move.
Foreign Literature
Philippine Daily Inquirer (2008) states. Did you know that Senior High students
only receive an average of 7 hours of sleep per night when they actually need at least
9? This is according to the National Sleep Foundation. It has been established that kids
in senior high suffer significantly when they don't get enough sleep during the most
productive hours of the day. But here's something fascinating: research has really
demonstrated that shifting school start hours may boost students' academic
performance! It's surprising how something as straightforward as changing the start
date of school can have such a good effect.
Larry G.R., Gerry B., James M., and Charles W. Jr. (2011), as per Gregory S.
Brown (2016–2017). According to research, relocating secondary school start hours to
8:30 a.m. or later might actually result in more sleep for them. This modification is
consistent with the typical changes in sleep patterns that occur throughout adolescence.
A big adjustment like this would have advantages like better health and wellness and
the opportunity to schedule classes for when pupils are most aware. There is research
that suggests changing school start hours can improve attendance, decrease
hazardous conduct, and reduce the number of student-involved automobile accidents.
Despite the lack of explicit direction from superiors like Local school districts should put
kids' safety and education above other considerations like transportation or
convenience, just like the Federal or State Departments of Education. Therefore, even
though it could need careful planning and coordination, it is strongly advised that the
Superintendent and Board of Education thoroughly evaluate and investigate the idea of
modifying school start hours.
Observing the effects of block scheduling on students' academic performance,
behavior, and attendance as well as the opinions of administrators, instructors, and
students. From 2005 to 2010, we compared information from an A/B block-using high
school with another high school in the same district that followed a conventional
schedule. In order to provide a holistic picture, we employed both data and interviews.
 When we analyzed the data, we discovered that A/B block schedule kids
performed better on the reading section of the FCAT than their conventional schedule
counterparts. However, typical timetable pupils performed better in math. Attendance
rates dropped for students on the A/B block schedule but went up for students on the
traditional schedule. Additionally, discipline referrals dropped more for children following
the conventional timetable.
Also speaking with administrators, instructors, and students yielded some
fascinating insights. They believed that when properly organized, block scheduling
allowed for longer and more intense learning periods. Because there were fewer
transitions in the A/B block schedule, they also noted that there were less disciplinary
problems. The block schedule appeared to have no impact on attendance and allowed
for a variety of instructional approaches. Everyone acknowledged that the change from
a conventional to a block timetable was difficult at first, but that it was manageable and
lessened the sense of urgency.
Judith A. Owens, Kyla L. Wahlstrom, Amy R. Wolfson, Wendy M. Troxel, Jared
M. Saletin, Sonia L. Rubens, Rafael Pelayo, Phyllis A. Payne, Lauren Hale, Irena Keller,
and Mary A. Carskadon are among those who believe Terra D. Z. (2022). Over the past
20 years, there has been a substantial improvement in our understanding of the critical
role sleep plays in teenagers' health and brain function. Teenage sleep deprivation has
been associated with a number of detrimental effects that have an impact on their way
of life in general. Three key aspects of daytime functioning are impacted by chronic
sleep deprivation: risk-taking behaviors, cognitive and academic performance, and
mental and physical health.
Teenagers' physical health and the quality of their sleep have a substantial
correlation, according to research. Teens who don't get enough sleep have been
associated to metabolic dysregulation, cardiovascular morbidity, gaining weight, having
a higher chance of becoming obese, and engaging in less physical activity. Additionally,
inadequate sleep in teenagers is linked to high cardiometabolic risk, elevated blood
pressure, and somatic consequences as headache, chronic tiredness, and
musculoskeletal discomfort.
Additionally, there is strong evidence between sleep quality and teenage mental
health. Studies have shown that teenagers who get little sleep have a higher likelihood
of developing depressive symptoms. Teenagers who lack sleep also have a higher
prevalence of suicide thoughts or attempts, which is quite worrying. The physiological
changes in mood and emotional regulation brought on by short-term or long-term sleep
deprivation may be one reason for the detrimental effects of sleep on mental health.

The first statewide law in the US protecting teenagers' sleep health was passed
in California during the autumn of 2019 with SB328. Most California public schools must
open no earlier than 8:00 AM for middle schools and 8:30 AM for high schools, per the
law. A group of professionals in adolescent sleep and school start times met virtually on
January 22–23, 2021, in recognition of the special opportunity made possible by the
bill's three-year implementation term. The summit's objectives were to provide input on
research design and methodology, develop recommendations for additional research
areas and questions, summarize the body of literature on adolescent sleep and school
start time changes, and provide a forum for networking and interdisciplinary
collaborations.
The participants at the summit were from a variety of academic disciplines,
including criminology, implementation science, sleep and circadian biology,
neuroscience, education, medicine, public health, mental health, safety, public policy,
education, and scientific communication. The summit included presentations on the
most recent findings regarding adolescent sleep health and school start times, as well
as discussions in small group workshops on a variety of topics, including research
design, methodological concerns, disparities in sleep health, logistical difficulties in
conducting school-based research, public health impact, and novel and innovative
research approaches.

Local Literature
Dina Ocampo, Kathrina Lorraine Lucasan, Junette Fatima Gonzales, and Naomi
Fontanos all agree in 2021. The Philippines' basic education sector, especially the
public school system, has been greatly damaged by the COVID-19 epidemic. By
postponing the start of the school year, it has disrupted education and forced the
introduction of alternate methods of learning delivery, such as flexible face-to-face,
online, and blended learning. This essay focuses on how the pandemic has affected the
K–12 senior high school curriculum and stresses the importance of providing upper
secondary students with flexible learning alternatives. The research uses the INEE's
domain standards for Education in Emergencies (EiE) to assess the policies put out by
the Department of Education (DepEd) to maintain learning throughout the epidemic.
The paper uses policy analysis to identify gaps that need to be filled and offers several
recommendations, such as strengthening the guidelines for flexible learning options to
accommodate learners' various needs and contexts, creating an EiE policy, enhancing
communication channels, formative assessment, and multimedia learning materials,
offering offline and online options for senior high school tracks, and investigating the
use of
According to Ruth A. Ortega-Dela Cruz and Jonathan S. Villanueva (2021). This
study also examines the difficulties associated with School-Based Management (SBM)
in relation to the teaching and learning processes at a public secondary school in the
Philippines. Data are gathered using qualitative research techniques including key
informant interviews and focus groups with professors and administrators. The findings
show that among the difficulties faced by English, Science, and Mathematics
(ENSCIMA) teachers, which have an impact on the successful implementation of the
curriculum and learning, are students' poor behavior and lack of academic interest,
inadequate school facilities and instructional materials, non-observance of the time on
task policy, students' misbehavior and lack of basic knowledge, low parental support,
and errors in learners' materials. The study suggests a number of strategies, including
bench-marking activities through school-to-school partnerships, immersion activities, the
formation of a quality management team, remedial and intervention sessions, additional
School Learning Action Cell (SLAC) and In-Service Training (INSET) sessions, student
orientation, parents' summits, symposiums, and write-shops, as well as remedial and
intervention sessions. These stakeholder collaboration efforts should address the issues
and advance effective SBM, resulting in successful and high-quality education across
the nation.

Francisco D. Esponilla II, Hasmin T. Ignacio, Jennifer P. Alinsunod, Heronafine

C. De Guzman, and others (2022). This study also looks at how staff members,
administrators, and teachers are exposed to the COVID-19 virus at work, how their
organizations reduce risk, how they handle employees who test positive for the virus,
and what recommendations respondents have for safeguarding workers. In 25 chosen
respondent schools in the Philippines, a risk assessment questionnaire created by the
researcher is employed. It is distributed using Google Forms. The results show that the
majority of respondents are choosing to work from home, while others attend school
one to six days a week. The application of health protocols, support for many aspects of
wellness, and swift and immediate reaction are three primary categories of addressing
COVID-19 positive patients. The top three recommendations from respondents include
embracing the new normal by carrying out appointments, enrollment, admission, and
other transactions online; routinely distributing vitamins, health kits, face masks, face
shields, alcohol, and other medical supplies; and offering training and seminars on
health, safety, mental health awareness, and online instruction.

Stephen G. Sabinay, according to Alexander J. Balsomo (2022). The

Commission on Higher Education (CHED) and the Department of Health (DOH) in the
Philippines issued a joint memo circular (JMC No. 2021-001) that outlines guidelines for
the gradual reopening of higher education campuses for a small number of face-to-face
classes during the COVID-19 pandemic. This memo circular is evaluated in this study.
The circular suggests restricting the number of students on campus by using a cyclical
student shifting model, together with stringent enforcing of health procedures, in order to
reduce the COVID-19 reproduction number. 32 cycles 2 are evaluated in the research,
including lesson preparation, giving instructions, and monitoring student progress. In
addition to managing their own workload, resolving technological difficulties, and
attending to their children's emotional and social needs during remote learning, parents
also encountered difficulties.

Jose Lloyd Espiritu, Florence Martin, Oliver Malabanan, and Kiran Budhrani all
state this in 2021. The results of this study emphasize the crucial part that parents play
in assisting their kids' academic endeavors during the work-from-home environment
created by the COVID-19 epidemic. The research makes the suggestion that schools
and educational institutions acknowledge and promote the crucial part that parents play
in distance learning by giving them access to enough resources, instruction, and
support. This entails opening up clear channels of communication, releasing updates on
the curriculum and instructional materials on a regular basis, and giving parents the
chance to take part in programs for remote learning-related professional development.
 Furthermore, the study emphasizes the need for schools and educational
institutions to prioritize the social and emotional well-being of both students and parents
during remote learning. This includes providing support for managing stress, fostering
positive parent-child relationships, and promoting a healthy work-life balance for
parents.

The study's findings, which include the difficulties they encounter and the
responsibilities they play in assisting their kids' schooling, offer insight on the work-from-
home parents' actual experiences in the Philippines during the COVID-19 epidemic. The
results offer guidance for educators, decision-makers, and other stakeholders in
creating strategies and policies to successfully fulfill the demands of parents and
guarantee the success of remote learning in the current environment.
 Chapter 3

Method
This chapter will cover an overview of the methodology used in the study. The
discussion of this chapter are the research design, research subjects, data gathering
procedures and data analysis.
In this study the researchers employed phenomenological methodology.
Phenomenology is the science whose purpose is to describe particular phenomena, or
the appearance of things, as lived experiences. However, phenomenological research
methodology is difficult to explain because it has no clear defined steps.
Phenomenologist’s opinion is that the clear definition of methodology tends to limit
researcher’s creativity (Burns & Grove, 2003).

Research Design
This chapter outlines the framework and approach we will employ, utilizing a
qualitative research methodology to shed light on the multifaceted nature of class
schedules and their impact on students' educational experiences. By adopting this
methodology, we aim to capture the richness and nuances inherent in the subject
matter, unearthing valuable insights that quantitative approaches may overlook.

Qualitative research allows us to embrace the complexities of the class schedule

puzzle. Its focus on understanding subjective experiences, interpretations, and
meanings enables us to delve into the intricacies of students' lives within the
educational ecosystem (Smith, 2020). Through a qualitative lens, we can navigate the
depths of their perceptions, emotions, and social interactions, offering a holistic
understanding of how class schedules influence their educational journey.

This chapter serves as a compass, guiding us through the research design that
underpins our study. It elucidates the rationale behind our choice of qualitative research
methodology and highlights its compatibility with the nature of our investigation.
Furthermore, we will outline the key components of our research design, including
participant selection, data collection methods, and data analysis techniques, all
meticulously crafted to ensure a robust and insightful exploration of class schedule
dynamics.

Research Subjects
The selection of research subjects is a crucial aspect of our study, as we aim to
capture the varied perspectives and lived experiences of those directly impacted by
class schedule shifting. Our research subjects will include Grade 11 and Grade 12
students of Talisay Senior High School, who play a central role in navigating the
challenges and opportunities presented by shifting schedules. By involving students
from different backgrounds, we aim to ensure a comprehensive understanding of the
topic.
In addition, teachers, who are integral to the implementation and adaptation of
class schedules, will be included as research subjects. Their professional expertise and
insights will provide valuable perspectives on the pedagogical implications of schedule
changes and their effects on student learning and well-being.

Furthermore, we recognize the important role of parents/guardians in supporting

and advocating for their children's education. Therefore, we will also include
parents/guardians as research subjects. Their perspectives will offer valuable insights
into the broader impact of class schedule shifting on the family dynamics and student
support systems.

In conclusion, our research subjects encompass Grade 11 and Grade 12

students, teachers, and parents/guardians, representing diverse backgrounds and
perspectives. By involving these individuals, we aim to capture a comprehensive range
of experiences and insights related to class schedule shifting. Through qualitative
research methods, we will create a platform for their voices to be heard, shedding light
on the intricate dynamics surrounding this educational phenomenon.
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