The Correlation of Double-Shifting Classes to the Study Behavior of Humanities and Social Sciences (HUMSS) Students

Abstract

INTRODUCTION

Academic success is the primary concern of educational institutes. Numerous researches have already investigated a variety of factors that influences study behaviors such as family status, financial status, social support, abilities and habits, but there is another factor that may influence the learners which has been largely overlooked in the research literature, the effect of time of class or class schedule. While research has focused on the marginal impacts of these well-known inputs, no one has questioned whether the time that learning occurs affects achievement.

METHODS

A survey questionnaire with a close-ended question was used. In addition, the questionnaire followed the Likert scale where the questionnaire contained descriptions of which are related to the said topic and was answered by the respondents, with the agreements: strongly agree, agree, disagree and strongly disagree. A probability sampling, specifically, the systematic sampling was used in the study wherein the chosen respondents are chosen for every unit on a given interval. Masterlist of students was requested from the different advisers of each section and the respondents were chosen with an interval of three. The total number of respondents taken from 297 students are 99 from Humanities and Social Sciences strand in Trece Martires City Senior High School.

RESULTS

The data shows that there is a positive correlation between the double-shifting classes and the study behaviors of HUMSS students. Furthermore, the results showed a clear preference time table of the respondents in the morning-afternoon schedule. The results showed 70% of the students opted for the morning shift and the remaining 30% opted for the afternoon shift.

DISCUSSIONS

Generally, the study indicated that most of the students preferred a morning shift schedule rather than the afternoon shift schedule. It also states that aside from the schedule, age, gender, primary language, distance to school, household income and family partakes impacts on their study behavior. Moreover, research confirms that having double-shift schedules affects the performance and productivity of students.