Direct Impact in Academic Performance and Social interaction of Grade 1 and2 in Yukos Elementary School Based on Shifting of Classes

Abstract

INTRODUCTION

Rapid increase in the population of pupils is one of the problems resulting to the lack of classrooms. To address this problem, an alternative solution like the application of shifting of classes was proposed but this leads to advantages and disadvantages to the school and the pupils. Proposing this solution can accommodate a large number of pupils during the time when classrooms are not enough for the number of pupils and could help grade 1 and 2 to have more time for sleeping and social interaction. This situation led to an action research entitled " Direct Impact in Academic Performance and Social Interaction of Grade 1 and 2 in Yukos Elementary School Based on Shifting of Classes".

METHODS

A descriptive method of utilizing the research made questionnaire as the instrument in gathering data to discuss the “Direct Impact in Academic Performance and Social Interaction of Grade 1 and 2 in Yukos Elementary School Based on Shifting of Classes”. The questionnaire focused on the time partition, teaching techniques and styles and support of parents and how they affect the performance of pupils under shifting of classes. Descriptive research is defined as a purposive process of gathering, analyzing, classifying and tabulating data about prevailing conditions, practices, beliefs, processes, trends, cause-effect relationship and then making adequate and accurate interpretation about such data with or without the aid of statistical methods (Calderon et.al 2009).

RESULTS

Based on the data gathered, the implementation of shifting of classes have advantages and disadvantages. In terms of the social development of pupils, there is an effect on the academic performance but not on social interaction. Shifting of classes has no significant effect but failure of acquiring knowledge still depends on how teachers manage the time, effective teaching style, and awareness of parents on the support that should be given to pupils once they are out of school.

DISCUSSIONS

Through the research conducted, it was found that aside from time management, teaching strategies and techniques as well as the parents' awareness on their role in giving support to pupils once out of school, and remediation are still the best to give to pupils especially those who belong to what we call struggling learners. It is also best to have training on time management and how to properly compress the topic for the sake of providing effective and quality education despite issues on time and accommodation.