IMPACT OF IMPLEMENTING SHORTENED CLASS SCHEMES DUE TO

EXTREME HEAT DURING IN-PERSON CLASSES ON TEACHER

PERFORMANCES IN TALUGTUG NATIONAL HIGH SCHOOL -ANNEX

An Action Research Proposal

Submitted by:

EUDOLFO A. FLORES, JR.

Head Teacher III
Talugtug National High School – Annex
Context and Rationale

As climate change continues to be a pressing global issue, it is widely

acknowledged that heat waves have become more frequent and intense (IPCC, 2021).

These heatwaves pose significant challenges for educational institutions in maintaining

suitable learning environments. Extreme heat conditions can not only affect the physical

comfort of students and teachers but also impede their concentration and learning abilities

(Wolfe et al., 2020).

In consideration of the well-being of the learners affected by extreme climate

conditions as they attend in-person classes, this Office reiterates DepEd Order No. 037, s.

2022, titled “Guidelines on the Cancellation or Suspension of Classes and Work in

Schools in the Event of Natural Disasters, Power Outages/Power Interruptions, and Other

Calamities. DO 037, s. 2022 provides for the implementation of modular distance

learning in the event of canceled or suspended classes due to natural disasters, calamities,

and human-induced hazards to ensure learning continuity and that learning competencies

and objectives are met.

Additionally, in accordance with Rule VI, Section 6.1 of DepEd Order No. 01, s.,

and considering the announcement made by the Philippine Atmospheric, Geophysical,

and Astronomical Services Administration (PAGASA) on March 21, 2023, which

signaled the start of the warm and dry season with warmer temperatures anticipated, this

office reminds school heads of their authority and responsibility. In situations of

unfavorable weather and environment, such as, but not limited to, extremely high

temperatures, which may significantly affect the conduct of classroom learning and put

the students' health and well-being at risk, it may be necessary to suspend in-person
classes and implement modular distance learning under Republic Act No. 9155 or the

Implementing Rules and Regulations of that Act. Shortened class schemes, such as

reducing class durations or adjusting instructional strategies, have emerged as potential

responses to extreme heat conditions in educational settings. By adapting class schedules,

schools aim to create a safer and more conducive learning environment during periods of

extreme heat. Implementing shortened class schemes can relieve the uncomfortable

conditions caused by high temperatures and mitigate the potential health risks associated

with heat exposure (Victor et al., 2019).

While it’s clear temperature and schoolwork performance are related, you may be

wondering what the best temperature for studying is. There are no official classroom

temperature regulations to refer to, but there are some guidelines schools can follow to

make their classrooms comfortable spaces for staff, teachers, and students.

An analysis of the data suggests the ideal temperature to help students learn in

their classes is anywhere between 18 and 23°C. Your school may be able to adjust the

temperature to be a bit higher in the winter and lower in the summer as your geography

and climate dictate. But you should stick as closely to this range as possible to keep the

learning environment comfortable (Shaughnessy, 2015).

The researchers noted that when the body is subjected to thermal discomfort, a

person’s brain will be distracted by signals from the body. When you’re in an

environment that’s hot or cold, maintaining homeostasis becomes your mind and body’s

priority, making it harder to concentrate on schoolwork.

The impacts of climate change on heat events have been well-documented.

Studies have indicated that the frequency and intensity of heat waves are increasing
globally (Seneviratne et al., 2018). Consequently, educational institutions are faced with

the challenge of adapting their practices to ensure student and teacher well-being during

in-person classes held amidst extreme heat conditions.

In response to these challenges, implementing shortened class schemes as a

temporary measure can have implications for teacher performance. Changes in class

durations and instructional strategies may require teachers to adapt their teaching

methods to effectively cover the curriculum within a reduced timeframe. This adjustment

can influence instructional practices, student engagement, and the overall learning

experience.

Teacher commitment has been considered as a passion for the work. Passion is at

the core of effective education. Day (2004) argues that passion is a need for high-quality

education. Passion encourages teachers to act as it is the source of motivation (Vallerand,

2007). For that reason, passionate teachers can create excitement for learners to achieve

better. Hargreaves (1997) points out that without passion, all pedagogical approaches fail.

Therefore, the effect of passion on learner achievement is widely recognized. Hansen

(2001), in his attempt to define passionate teachers, states that passionate teachers can

encourage learners to become more willing and accomplish better. Fink (2003) stresses

that learners achieve better as long as they care and are enthusiastic about learning.

Professional commitment is indeed important in any workplace. It is associated

with efficiency and productivity in organizations by increasing individual performance,

pro-social behavior, and innovation, low levels of absenteeism, and turnover intent

(Klein, Molloy, & Cooper, 2009; Meyer & Allen, 1997; Meyer et al., 2002). Organization

is one of the most studied outbreaks by commitment, but the interest in the subject is not
confined to the study of organizational commitment since it has witnessed a growing

interest in commitment associated to the profession, commonly known as professional

commitment (Figúeira et al., 2014).

Based on the above statements, this study was inspired to conduct to determine

the self-esteem and how it affects the performance of teachers.

The proposed action research study aims to examine the impact of implementing

shortened class schemes during in-person classes due to extreme heat on teacher

performance. By investigating the changes in instructional practices, workload, student

engagement, and overall performance, the study seeks to provide valuable insights into

the effects of adapting class schedules during extreme heat conditions. Through a

collaborative approach involving researchers and teachers, the study aims to offer

evidence-based recommendations to educational stakeholders regarding the

implementation of shortened class schemes as a response to extreme heat events.

Action Research Questions

This study aims to examine the impact of implementing shortened class schemes

on teacher performances due to extreme heat during in-person classes on teacher

performance in Talugtug National High School-Annex, Brgy. Saverona, Talugtug, Nueva

Ecija during the school year 2022 – 2023.

Specifically, it seeks answers to the following questions:

1. How does implementing shortened class schemes during in-person classes due to

extreme heat be described in terms of:

1.1 teachers’ instructional practices;

 1.2 effective practices;

1.3 school work-related; and

1.4 time management?

2. How may the performance of the teachers be described?

3. What strategies and instructional approaches do teachers employ to optimize

student learning within the reduced class durations during extreme heat

conditions?

4. Is there a significant relationship between implementing shortened class schemes

during in-person classes due to extreme heat on the professional commitment and

performance of the teachers?

Hypothesis

1. There is no significant relationship between implementing shortened class

schemes during in-person classes due to extreme heat on the professional

commitment and performance of the teachers.

Significance of the Study

The study would be useful for the following groups:

Educational Institutions and Administrators. It can benefit from the study's

findings by gaining insights into the potential effects of implementing shortened class

schemes during extreme heat events. The research can inform decision-making processes

regarding adjustments to class schedules and instructional practices to ensure the well-

being and optimal performance of teachers and students.

 Teachers. The findings can provide valuable guidance to teachers in adapting

their instructional practices and strategies during extreme heat conditions. By

understanding the impact of shortened class schemes on their workload, instructional

effectiveness, and student engagement, teachers can make informed decisions and

adjustments to create a conducive learning environment.

Policymakers and Government Bodies. Policymakers and government bodies

involved in educational policy formulation can utilize the study's findings to develop

guidelines and policies for adapting class schedules during extreme heat events. The

research can contribute to the development of climate-responsive education policies that

prioritize student and teacher well-being while ensuring effective teaching and learning.

Teacher Training and Professional Development Programs. Teacher training

institutions and professional development programs can incorporate the study's findings

into their curriculum and training modules. The insights gained from the research can

help educators prepare for and respond to extreme heat conditions, equipping them with

strategies to maintain instructional quality and student engagement during shortened class

schemes.

Researchers and Academics. The study adds to the existing body of knowledge

on climate-responsive education and the impact of extreme heat on teacher performance.

Researchers and academics in the fields of education, climate change, and environmental

studies can use the study as a reference and build upon its findings to further explore the

relationship between extreme heat, class schedule, and teacher performance.

Parents and Students. The study's findings can be valuable to parents and

students as they gain insights into the measures taken by educational institutions to
address extreme heat conditions. Understanding how shortened class schemes can impact

teacher performance and student engagement can help parents and students better

navigate and adapt to the changing dynamics of the learning environment during extreme

heat events.

Overall, the study's significance extends to a wide range of stakeholders,

including educational institutions, administrators, teachers, policymakers, teacher training

programs, researchers, and parents/students. The findings can inform decision-making,

policy formulation, instructional practices, and professional development efforts,

ultimately contributing to the well-being and effectiveness of the education system during

extreme heat events.

Scope and Delimitations

The scope of the study refers to the specific boundaries and parameters within

which the research will be conducted, while delimitations refer to the limitations or

constraints that may impact the study's generalizability or applicability.

The study will focus on examining the impact of implementing shortened class

schemes in Talugtug National High School Annex, Barangay Saverona, Talugtug, Nueva

Ecija due to extreme heat during in-person classes, this school year 2022-2023.

A total of 13 teachers from Talugtug National High School Annex, Barangay

Saverona, Talugtug, Nueva Ecija will compose the study’s total participants. Due to time

and resource constraints, the study may have a limited sample size. This can affect the

generalizability of the findings to a broader population. However, efforts will be made to

ensure that the sample is representative and provides meaningful insights.

 It will also measure the instructional practices, workload, student engagement,

and overall performance within the context of extreme heat conditions.

Type of Research

The method of research used in this study is likely to be a combination of

qualitative and quantitative research methods, given the nature of the research questions

and the aim to examine the impact of implementing shortened class schemes during in-

person classes due to extreme heat on teacher performance.

1. Qualitative Research: Qualitative research methods, such as interviews, focus

groups, or observations, can be employed to gather in-depth insights and subjective

experiences of teachers, administrators, and students. These methods can help understand

the changes in instructional practices, perceptions of workload, student engagement, and

overall teacher performance resulting from the implementation of shortened class

schemes. Qualitative data can provide rich descriptions, narratives, and contextual

understanding of the phenomenon under study.

2. Quantitative Research: Quantitative research methods, such as surveys or

questionnaires, can be utilized to collect quantitative data on variables related to

instructional practices, workload, student engagement, and teacher performance. By

using standardized scales or Likert-type rating scales, numerical data can be collected to

quantify and measure the extent of changes and impacts resulting from the

implementation of shortened class schemes. Quantitative data can provide statistical

analysis, trends, and patterns to support and validate the qualitative findings.

3. Action Research: As mentioned earlier, the study adopts an action research

approach, which involves collaborative engagement with teachers. This approach

emphasizes the integration of research and action, allowing for ongoing reflection,

evaluation, and adaptation of practices throughout the study. The action research process

may involve cycles of planning, implementing, observing, and reflecting on the effects of

implementing shortened class schemes. This iterative process enables continuous learning

and improvement within the specific educational context.

By employing a mixed-methods approach that combines qualitative and

quantitative research methods, the study can provide a comprehensive and nuanced

understanding of the impact of shortened class schemes on teacher performance. This

approach allows for triangulation of data, enhancing the validity and reliability of the

study's findings. It also enables a more holistic exploration of the research questions,

capturing both subjective experiences and measurable outcomes related to teacher

performance.

Respondents

The study will focus on examining the impact of implementing shortened class

schemes in Talugtug National High School Annex, Barangay Saverona, Talugtug, Nueva

Ecija due to extreme heat during in-person classes, this school year 2022-2023.

A total of 13 teachers from Talugtug National High School Annex, Barangay

Saverona, Talugtug, Nueva Ecija will compose the study’s total participants. Due to time

and resource constraints, the study may have a limited sample size. This can affect the

generalizability of the findings to a broader population. However, efforts will be made to

ensure that the sample is representative and provides meaningful insights.

 It will also measure the instructional practices, workload, student engagement,

and overall performance within the context of extreme heat conditions.

Proposed Innovation, Intervention, and Strategy

The study will focus on examining the impact of implementing shortened class

schemes in Talugtug National High School Annex, Barangay Saverona, Talugtug, Nueva

Ecija due to extreme heat during in-person classes, this school year 2022-2023.

There are possibilities that could allow for a changed weekly schedule to affect

student achievement and the teaching-learning process. First, consider how teachers

might respond to the changed schedule. It has been conjectured that longer class periods

give teachers flexibility to organize lessons more effectively and incorporate more varied

teaching methods (Rice, Croninger, and Roellke 2002).

Teachers' professional commitment is an attitude that someone has toward their

job. Thus, a committed teacher must possess certain qualities to perform their functions

efficiently and effectively. They should be a transformed teacher in terms of character and

competence, sensitive to the learning styles of the learners (The Freeman, 2019). This

quality can help facilitate an effective teaching situation. Moreover, investigating the

changes in instructional practices, workload, student engagement, and overall

performance, the study seeks to provide valuable insights into the effects of adapting

class schedules during extreme heat conditions. Through a collaborative approach

involving researchers and teachers, the study aims to offer evidence-based

recommendations to educational stakeholders regarding the implementation of shortened

class schemes as a response to extreme heat events.

 Based on the result of this research, it would be an instrument for a proposed plan

that will address the significant relationship between implementing shortened class

schemes during in-person classes due to extreme heat on the professional commitment

and performance of the teachers. The importance of the feedback from the teachers will

lead to a reform in the class schedule schemes. Through a collaborative approach

involving researchers and teachers, the study aims to offer evidence-based

recommendations to educational stakeholders regarding the implementation of shortened

class schemes as a response to extreme heat events.

INSTRUMENT/S

The conceptual model will guide the researcher in conducting this study which is

shown in independent and dependent variables.

Figure 1 is about the conceptual model for implementing shortened class schemes

during in-person classes due to extreme heat and teachers' performance.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

TEACHERS’ JOB

 teachers’ instructional

practices
TEACHERS’
 affective practices PERFORMANCE

 school work-related

 time management
 Feedback

Data Collection Procedures

The data will obtain using a teacher-made test that the researcher will give. A

letter of consent and permission to conduct the study will secure in the concerned school

office.

A total of 13 teachers from Talugtug National High School Annex, Barangay

Saverona, Talugtug, Nueva Ecija will compose the study’s total participants. Due to time

and resource constraints, the study may have a limited sample size. This can affect the

generalizability of the findings to a broader population. However, efforts will be made to

ensure that the sample is representative and provides meaningful insights.

The result of the test will be tabulated to compute the statistical treatment needed

in the study. Then, analyzing and interpreting the result will be followed.

Ethical Concerns

Participants informed consent will be requested to ensure that they are selected to

participate in this experiment voluntarily and willingly. All participants and other

information will be treated in the strictest confidentiality and used solely for this

publication. In order to prevent plagiarism and to uphold the rigorous observance of

intellectual property rights as a demonstration of respect for the respective authors,

information accessed, cited, and gathered from the internet will be properly cited. No

participant's data may be shared, according to the Data Privacy Act. The researcher will

carefully uphold the Republic Act No. 10173, often known as the Data Privacy Act, and

all related intellectual property rights for this work.

DATA ANALYSIS

The following Statistical Treatment will be applied:

1. Pearson moment correlation was conducted in analyzing the relationship

between interval and ratio variables.

2. Point biserial correlation was also used to determine the relationship between

dichotomous and interval or ratio variables.

3. Spearman Rho was used to determine the association between ordinal and

interval or ratio variables.

For accessible analyses, the Statistical Package for Social Sciences (SPSS)

version 26.0 will technically use.

Timetable

The presentation of the timetable is shown below.

RESEARCH ACTIVITIES START END DURATION

Pre-intervention
a. Development of Survey-

Questionnaire

b. Quality Assurance of the

Survey-Questionnaire

d. Securing a letter of approval

from the Supervisor to conduct

the research study

Intervention

Data Gathering

Post Intervention

Data Analysis and Interpretation

Cost Estimates

The presentation of the expected expenses and the proposed budget shows below.

RESEARCH ACTIVITIES DELIVERABLES COST

Survey-Questionnaire Internet Connection

Development

Reproduction Survey- Bond paper and

Questionnaire Computer's Ink

Finalization and Printing of Bond paper

manuscript Computer's Ink

Completion of Manuscript Printing

 Dissemination of results of the Transportation fee

study

Total Estimated-Expenses

Plans for Dissemination and Utilization

The study's findings and conclusions will be submitted from the school to the

district and then to the division.

This study will also disseminate in the form of research

forums/conferences/meetings, webinars, and in-service training for teachers.

References

IPCC (Intergovernmental Panel on Climate Change). (2021). Climate Change 2021: The
Physical Science Basis. Contribution of Working Group I to the Sixth Assessment Report
of the Intergovernmental Panel on Climate Change. Cambridge University Press.

Seneviratne, S. I., et al. (2018). Climate extremes, impacts, and vulnerabilities in Europe
2016: An indicator‐based report. European Environment Agency.

Victor, D. G. et al. (2019). Strengthening and implementing the global response. 1.5 oC
of global warming. In the context of bolstering the global response to the threat of climate
change, sustainable development, and efforts to eradicate poverty, an IPCC Special
Report on the implications of global warming of 1.5 oC above pre-industrial levels and
related global greenhouse gas emission pathways. IPCC.

Wolfe, M. K., et al. (2020). The effects of heat on human performance: A review of the
literature. Environmental Research, 187, 109582.