Sudden Change: Student's Perception on the New Class Schedule of Calamba Bayside Integrated School

Abstract

INTRODUCTION

Time is essential to the assessment of the skills of students in a specific learning area, with adequate class schedule to equally distribute proper knowledge lend by the curriculum. Last year, due to the accomplishment of the 3 new buildings, grade 7 and 8 students' class schedules were settled to a half-day format in order to cope up with limited facilities. With 30-40 minutes of class, freshmen and sophomores had limited entry of knowledge and performance went below average. Also, grade 7 classes started early at 6:00 am until 12:00 pm, meanwhile sophomores started their class from 12:00-7:30 in the evening. In November 2018, the schedules once again changed, more facilities were produced and a whole-day format was reinstated. This narrative-qualitative research identifies the grade 7 and 8 students' perception over the changes on their class schedule in the month of November 2018-March 2019. This would clarify the specific effects of the problem on the lives of grades 7 and 8 students and their performance in class.

METHODS

In-depth interviews were used on each respondent. Simple random population sampling was used. They gave their responses on the 10 questions given by the researcher based also on the given SOPs. The respondents actively participated on the one-on-one interviews made by the researcher and gathered their responses using voice recording method.

RESULTS

Findings revealed that the performance of the students was reduced while they were having the half-day class format. Whole-day class schedule triggered more productive learning for the students because of the longer time devoted in learning than the half-day schedule. The students experienced more hassle with the half-day schedule and as the schedule was changed again, they experienced better learning.

DISCUSSIONS

The researcher concluded previous schedule produced less learning focus and thus, the performance of the students were lowered and their grades went low and can't reach the satisfactory mark. The sudden change of their schedule maximized the focus of learning and helped the grades of the students to improve higher than the satisfactory, with longer time used in the schedule, students tend to learn more and brought enthusiasm to participate in class activities which reflects to their report card.