i

The Perception of Grade 9 and Grade 8 students in Class Shifting at Dr.

Crisogono B. Ermita Sr. Memorial National High School S. Y 2019-2020

A Research Paper For

English 10

By:

John Loyd T. Solitario

Miles Matthew S. De Castro

Dr. Crisogono B. Ermita Sr. Memorial National High School

S.Y 2019-2020
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ACKNOWLEDGEMENT

The researchers whole heartedly like to express their gratitude to the following persons who

made possible the completion of this research paper,

To their school Dr. Crisogono B. Ermita Sr. Memorial National High School for allowing them

to conduct the study with the help of the respondents by participating actively,

To their English teacher, Mrs. Myra F. Arellano, who supportively gave positive opinion and

revision in conducting this research paper,

To their parents who made it all possible by entrusting the researchers to stay up all night in

order fulfill the study,

To the Almighty God, who gave guidance and strength, wisdom and passion to make this

research a successful one.

J.L.T.S.

M.M.S.D.C.
 TABLE OF CONTENTS

Abstract…………………………………………………………………………………….iii

Chapter 1 Introduction………………………………………………………………............1

Chapter 2 Methods…………………………………………………………………………..3

Chapter 3 Review of Related Literature…………………………………………….………5

Chapter 4 Discussions and Conclusions……………………..……………….…………......7

References…………………………………………………………………………………..9

Appendices…………………………………………………………………………………10

Appendix A………………………………………………………………..…10

Appendix B…………………………………………………………….….….12

Appendix C………………………………………………………….………..15

Appendix D………………………………………………………..….………16
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ABSTRACT
The purpose of this study quantitative research is to investigate the reasons and

experiences of our students in order to other researchers to make an implementation about this

study. The similarity and different experience of the Grade 8 and Grade 9 students when it comes

to class-shifting that occurs every change of school year. The need for this specific research is

evident in the current limitation of quantitative data regarding the perception of the grade 8 and

grade 9 students in class shifting at Dr. Crisogono B. Ermita Sr. Memorial National High School.

Data in this study was gathered using the survey instrument, which was personally

administrated formed made by the researchers. Information was collected and distributed to

individual grade levels and sections. Who then granted the researchers a permission to use the

data.

The data for this research was gathered and then analyzed using statistical method. The data

analysis determined that the grade 8 and grade 9 students have the same positive and negative

experience about class-shifting system. The knowledge gained in this study will allow other

researchers to make an implementation about this study.

Hypothesis

Class-Shifting will have a positive impact on every student when it comes to their

schedules, extracurricular activities, socialization, maintaining the mental health t n a good

condition, improved the satisfaction of every student academic performance without having

problems on their activities one at a time.

This study seeks to discover the perception of class shifting among grade 8 and grade 9 students

in Dr. Crisogono B. Ermita Sr. Memorial National High School

Specifically, this research seeks to answer the following question

1. What is the profile of the respondents in terms of:

1.1 Gender
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1.2 Age

1.3 Class-Shift Schedule

2. What are their experiences in the whole 2 or 3 years of studying in this school with class-

shifting system?

3. What are the positive and negative perspective of the respondents among the two class

shifts of the school?

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CHAPTER 1

INTRODUCTION

Double shift school is a type of school which operates in two shifts, with one group of

students in the building early in the day and a second group of students later in the day. The

purpose of a double shift school is to increase the number of students that can be taught without

having to build another building. Some countries, according to United Nations Educational

Scientific and Cultural Organization (UNESCO), have students report on alternate days for a full

day as well. In some countries, girls attend class in the morning, and boys attend in the

afternoon. Most double shift schools that operate two shifts each day have a 20- to 30-minute

break in the middle of the day so students can leave or arrive for their classes. In Dr. Crisogono

B. Ermita Sr., Memorial National High School (DCBES MNHS) the morning shift starts in 6:00

a.m. and ends in 12:15 p.m., while in the afternoon shift the class starts in 12:15 p.m. and ends in

6:00 p.m.

Double shift schools have been used in the United States since the early 20th century.

The use of double shift schools began to emerge with the Great Depression, when districts

crippled by the economic downturn could not afford to build new schools. Double shift schools

also allowed some students to work on the farm or at a job before attending school for part of the

day. Double shift schools also have a history of segregation in many areas of the U.S. According

to the encyclopedia of Chicago, many Chicago schools in black neighborhoods were on double

shifts, while schools in white neighborhood were not. The ultimate goal of double-shift schooling
is to enhance access and reduce unit cost of schooling. However, since some schools only

achieve those goals at the expense of

Educational quality, policy makers are faced with difficult choices when designing

double-shift schools. Sometimes argued that second shift schools are affordable to some parents,

generally those who are poor, because these schools enable their children, particularly those of

secondary school age, to take on employment during some portion of the day and in that way 2

reduce the opportunity cost of schooling.

However, multiple-shift schooling may also create problems. The school day, especially

in triple-session systems, is often shortened. This implies that quality is being sacrificed for

quantity – that pupils are losing some classroom teaching and extra-curricular activities. Also, if

teachers work in more than one session, they are likely to be tired. This can cause a further

deterioration in quality. And multiple-shift systems are sometimes accused of causing social

problems because children are only occupied in school for shorter periods and so have more time

to roam around the streets and cause trouble. In the view of many people, these problems

outweigh the benefits. Public opinion often opposes introduction of double shifts on the grounds

that the system can save money but creates educational and social problems. The extent to

which this view is valid may depend on the management of double-shift systems, i.e. it concerns

not only the overall concept but also the ways in which the policies are implemented. Thus, this

book focuses not only on the broad policy frameworks but also on the ways in which double-

shift schools can be made to work effectively. Policy-makers would be wise to consider the

practicalities of implementation; without which they may find that their overall intentions may

be thwarted.

This research was conducted to investigate the different inevitable circumstances that

every student of Dr. Crisogono B. Ermita Sr. Memorial National High School face when it

comes to the class-shifting in terms of schedules, extracurricular activities, social life and also

their life as a high school student

Definition of terms:

-Double shift school

-Educational quality

-Great Depression

-Multiple-shift schooling

-Deterioration

-Triple-session system
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CHAPTER 2

METHODS

Participants

To acquire the needed answers for the study, the researchers searched for persons who

have the information, experience and perceptions about the class shifting at Dr. Crisogono B.

Ermita Sr. Memorial National High School

The respondents are consisted of 96 students from Dr. Crisogono B. Ermita Sr.

Memorial National High School in different year level and sections. Specifically, 49 respondents

from PM shift and 47 respondents from AM shift.

Instruments

A survey form was conducted to gather details from the participants of the study. Each

survey form 10 questions that tend to get sufficient data on The perception of Grade 8 and Grade

9 students in Class Shifting at Dr. Crisogono B. Ermita Sr. Memorial National High School,

furthermore, the treatment on the data gathered remains to be unbiased/discreet. There were no

alterations made on the responses of the respondents.

Also, searching from additional information from different websites in the internet aided

a lot in the progress of this research paper.

Procedures

The researchers conducted a survey and distributed 10 questionnaires in Dr. Crisogono B.

Ermita Sr. Memorial National High School on February 28, 2020. The results of the survey
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forms gathered as to conform with the validity of this study. This research aims to answer the

following questions:

1. I can get myself a 8 or more hours of sleep

2. I learn a lot even if my class is just half day

3. I have enough opportunity to experience extracurricular activities

4. I’m usually energetic even at the end of the class

5. I don’t experience schedule problems

6. We’re lack of time to finish our group activities and practices

7. I went late because of traffic condition

8. I can’t wake up early as possible so I can prepare myself to school

9. I get less time talking to my friends because their class starts at 12

10. I have many absences because of the class schedule

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CHAPTER 3

REVIEW OF RELATED LITERATURE

There were already previous researches conducted in relation to double class shifting. According

to Bray (2008) Double-shift schooling has been widely presented as a mechanism to expand

enrolments and thereby help to achieve the goal of Education for All in less developed countries.

It can indeed be a useful tool to help achieve this objective. While according to Kittened (2008)

the counter-argument against high maintenance costs under the double-shift system is that

savings in other sectors like administration would cater for the increased maintenance costs. At

the end of the day, the unit cost of maintenance would be low because students would use the

same facilities for “two schools in one”. And according to Orkodashvili (2009) the system of

double-shift schooling is the best solution for poor countries to achieve the millennium goal of

Education for All with limited resources, and an optimum strategy for rich countries to use

resources more efficiently.

Literature Review Matrix

Title Source/Type Author/s or Year Notes and Findings

Proponent/s
Double-shift https://unesdoc.unesco.org Mark Bray 2008 Double-shift schooling
schooling: design Book requires careful preparation
and operation for and strong support,
cost-effectiveness particularly in the
managerial domain.
Planners should look at
different levels within
school systems, to see the
impact and mode of
operation at institutional
and local levels as well as
in the country as a whole,
and systematic monitoring
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is needed over time.

Double shift https:// Gordon 2008 As far as discipline is
system works www.newvision.co.ug Kittened concerned, it is the school
well News Article management system that is
at test and this is not
necessarily linked to the
double shift system.
Several schools in the city
have disciplined students
despite the tempting
environment.
He supports the double
shift system because it will
enable several students
study at the same time. This
especially caters for urban
areas where student
populations are high.
Double – shift https://files.eric.ed.gov Mariam 2009 If wisely implemented and
schooling and Thesis Orkodashvili managed, double-shift
EFA goals: schools can be the best way
assessing to achieve the goal of
economic, universal education in both
educational poor and rich countries.
and social
impacts
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CHAPTER 4

DISCUSSIONS AND CONCLUSIONS

This chapter begins with an overview of the analysis of the quantitative data collected from the

two different year level that participated in this research, totaling 96 students. The overview of the

analysis will include the procedures within the analysis and a description of the demographic

characteristics of those who participated in the survey.

After the thorough analysis and interpretation of the data gathered, the researchers came

up with the following significant findings:

1. Profile of the Respondents

1.1 There were more female respondents with a percentage of 62.5% as compared to

male respondents which is 37.5%.

1.2 Majority of the respondent students are 14 years-old.

1.3 The most number of students came from pm shift rather than am shift students.

2. What are their experiences in the whole 2 or 3 years of studying in this school with

class-shifting system?

They experienced positive and negative things that happened in their 2-3 years

studying at Dr. Crisogono B. Ermita Sr. Memorial National High School and

commonly the problems are happening to their selves especially when it comes to

their time management, their sleeping routine and their socialization.

3. What are the positive and negative perspective of the respondents among the two 8

class shifts of the school?

The pm shift more likely to get 8 hours of sleep and also ready to prepare themselves

in their class at 12 pm and the negative side is they experienced being drained by the

end of the class group activities can’t be done quite well and having more absence

that making them cannot attend their classes.

The am shift are the energetic one because they’re the one experiencing less traffic in

the morning so they are not late at going and do activities so well at the school but the

problems are they cannot get the right sleep that they need but they don’t talk too

much with their friends especially from the other shift because they can only

encounter them during the evening or weekends only.

Both of them they can still adapt learning the lessons well and they can handle some

of their extracurricular activities but it’s inevitable that they will experience some

schedule problems that will be a major trouble when it comes to their time

management with their school works, family and their friends

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APPENDICES

APPENDIX A

The respon

them to un
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The researchers are giving the survey forms to the respondents of grade 9 in order for them to

gather the information that they’ll need to gather in Dr. Crisogono B. Ermita Sr. Memorial

National High School, March 02 2020

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APPENDIX B

Table 1.1

Profiles of

Respondents

in terms of

Gender

Table 1.1 shows that 62.5% of the respondents

are female while 37.5% are males. This signifies
that there are more female than male
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Figure 1.1

Profiles of

Respondents

in terms of

their Age

Firgure 1.1 shows that 54.17% are the respondent’s

age which is 14 and the 1.04% belongs the respondents
which is 17 years-old
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Figure 1.2
Profiles of Respondents in terms of their Class
Shift Schedule

Figure 1.2 shows that 51.04% of

respondents came from pm shift while the
48.96% of students came from am shift
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APPENDIX C

Table 1.2
The general statistical treatment

Table 1.2 shows the general statistical treatment in the survey

answered by 96 respondents.
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APPENDIX D

STATEMENTS STRONGLY AGREE NEUTRAL DISAGREE STRONGLY

AGREE DISAGREE
I can get myself a 8 or
more hours of sleep

I learn a lot even if my

class is just half day

I have enough
opportunity to
experience
extracurricular
activities
I’m usually energetic
even at the end of the
class

I don’t experience
schedule problems

We’re lack of time to

finish our group
activities and practices

I went late because of

traffic condition

I can’t wake up early

as possible so I can
prepare myself to
school
I get less time talking
to my friends because
their class starts at 6 or
12
I have many absences
because of the class
schedule
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REFERENCE

Bray M. (2008) Double-shift schooling: design and operation for cost-effectiveness.

Retrieve from https://unesdoc.unesco.org

Kittened G. (2008) Double shift system works well. Retrieve From

https://www.newvision.co.ug

Orkodashvili M. (2009) Double – shift schooling and EFA goals: assessing economic,
educational and social impacts. Retrieve From https://files.eric.ed.gov

Goal and purpose of double shift schooling. Retrieve from

https://www.ukessays.com/essays/education/the-goals-and-purpose-of-double-shift-schooling-

education-essay.php

Double-shift school. Retrieved from https://en.wikipedia.org/wiki/Double_shift_school