“School Hours and Academic Performance Correlational study among Senior

High School STEM students of San Felipe Neri Catholic School”

Ser Lance Manalo1, Jacob Mendoza2, Tristan Rafael Morales3, Gianna Maye Navarro4, Jocel
May F. Rebutazo5

Abstract: The present study experimentally investigated the correlation between the amount of
hours spent in class and academic achievement is an important aspect of the educational system
between the number of hours spent in educational settings and academic success is a significant
element of the schooling process. One limitation in researching the correlation between the
amount of hours spent in class and academic achievement could be the variability in the quality
of teaching and learning environments. While more hours in class could potentially lead to
higher academic achievement, this assumption does not account for differences in teaching
methods, teacher effectiveness, student engagement, and the availability of resources, which can
all significantly impact learning outcomes. Therefore, simply measuring time spent in class
without considering the quality of instruction and learning experiences may not accurately
reflect the relationship between class time and academic success. In essence, this research seeks
to illuminate how quantitative aspects of education, such as time spent in class, interact with
qualitative outcomes like academic achievement. By doing so, it aims to contribute to the
optimization of educational practices and policies that are in the best interest of student learning
and achievement.

Introduction

The relationship between the number of hours spent in class and academic achievement is an
important part of the educational system. School hours are a set period of time where students
interact with academic material, get guidance from teachers, and work with classmates. The
distribution and structure of these hours have a big impact on how well students can concentrate,
acquire new material, and engage in class activities. Additionally, characteristics like mental
workload, weariness, and attention span are impacted by the duration and scheduling of school
hours, which can all help or hinder academic achievement. For educators and decision-makers
striving to optimize educational environments for improved learning outcomes, understanding
this connection is crucial. The length of the school day should be carefully considered in order to
develop strategies that will enhance students' academic performance and overall educational
experience.

The latest studies based on school hours have different perspectives on whether it should be
longer or shorter. According to Latini (2023), longer school hours means that students have the
ability to acquire more information and knowledge about their lessons because teachers could
actually teach a whole lesson with their time. Moreover, Richardson (2021) states that the longer
students are in school, the more they would have time to reach out to their teachers for questions
and clarifications about a topic they are having trouble with. Consistently, Gaille (2017)
explained that among the previous mentioned are further relevance of longer school hours which
includes less homework. They stated that increasing school days would mean more activities
inside the classroom and would result in little to none homework given by the teachers for them
to do at home. These literature conclude that longer school hours are significant to students’
knowledge. Corresponding to this, there are more significance to be found in shorter school
hours based on a literature from Juni (2023) that has shown it to have multiple benefits to
students’ academic performance which includes increased concentration in terms of listening to
lessons and reduced stress on students in doing homeworks as they have more time to do it.
Furthermore, Wood (2020) states that shorter school hours would let the students be able to have
the rest they deserve. Especially with normal school hours being 7-8 hours a day, students can
barely hang out with loved ones, have their ‘me’ time, and get the 8 hour sleep they need.
Similarly, other literature such as Lee (2018) suggests that instead of shortening or extending
school hours, institutions should just start school hours at a later time. for example, making a 7
am school start into a 9 am one. This way, students can at least get more sleep than they currently
do. The literature mentioned above shows that both amounts of school hours are significant and
have relevance to students’ academic performance in school.

The Philippines have an average of 10 school hours and yet, a study by Garcia (2023) shows
that the Philippines ranks 77th out of 132 countries in the 2022 Global Knowledge Index. The
current educational system is unhealthy for students. There are nations outside of the Philippines
that have shorter school days like Canada, Japan, Denmark, and more, yet are nevertheless able
to create one of the best educational systems. In 2020, the nation ranked 60th out of 138
countries, down 21 spots from last year (2021) when it was ranked 56th out of 123. Another
study by Pinas (2018), an average of Filipino students wake up at 5 or 6am in the morning for a
student to wake up and prepare, go home by 4 or 5pm, and still have loads of school work to
finish. Assessing the daily life of a Filipino student, undoubtedly, a significant chunk is devoted
to school and performing homework at home. In view of this fact, the majority of students,
particularly those in high school, struggle with long-term health issues like sleep deprivation,
which affects their academic performance. An exhausting day at school, a heavy workload, and a
lack of sleep can all have an impact on a student's academic performance. As a consequence,
students frequently prefer to miss class in order to avoid being drowsy and sleep in classrooms.
This is why the relevance of school hours to the academic performance of the Philippines is so
important. Furthermore, the number of hours spent in class directly correlates with pupils' subpar
academic performance. Due to the stress and pressure placed on them, individuals are developing
health issues and diseases rather than learning new things.

The study was conducted at San Felipe Neri Catholic School; that place was chosen to
investigate the relevance of school-hour study to pupils' academic performance. And this study
focuses solely on senior high school STEM students at San Felipe Neri Catholic School, and it
investigated the relevance of school hours to the students' academic performance. The
researchers used this study to determine how relevant it is for senior high school STEM students
at San Felipe Neri Catholic School.

The researchers will use two theories that would support this research case, The Learning
Curve Theory and Constructivist Theory. The first theory is titled “The Learning Curve Theory”
which is according to Gladwell that each time someone performs a task once more, they learn
more and have improvements in it. Based on the concept of the theory, the more the students
repeat the task the more they will understand it. A small amount of practice will result in great
improvement in the output of the students. Moreover, the longer amount of practice the greater
improvement will happen to the students as it requires many hours and hard work for it to
happen. The second theory is titled “Constructivist Theory”, based on Jerome Bruner, learning is
an active process where students create new ideas or concepts based on what they already know
or learned before. The theory states that the students should discover principles by themselves.
The duty of the instructor is to make the lesson more detailed for students to easily understand it
so the students could build up the things they will learn. In addition, good methods for
structuring knowledge must result in creative ideas, increase of handling information,and simple
knowledge.

This study titled “School Hours and Academic Performance Correlational study among
Senior High School STEM students of San Felipe Neri Catholic School” aims to find out the
extent of how relevant school hours are to academic performance. Moreover, it will analyze how
students perform with different school hours. Lastly, it will aim to answer the assumptions by
creating the most efficient and effective time students should be in school.

Statement of the Problem

The study is labeled as “School Hours and Academic Performance Correlational study among
Senior High School STEM students of San Felipe Neri Catholic School”, a theory which
includes the further objectives of this paper. This will answer the questions below;

1. What are the characteristics of the respondents in terms of;

1.1 Age
1.2 Grade Level
1.3 Academic Performance (1st sem average)
2. What is the number of hours devoted by the students on the following:
2.1 Study in School
2.2 Studying at home on weekdays
2.3 Weekend review/study
2.4 Overall leisure time per day
3. How relevant is school hours in terms of;
3.1 Workloads
3.2 Productivity
3.3 Class Attention
3.4 Work Study VS Life Balance
4. Is there a significant relationship between the number of hours to academic performance
and perceived relevance?
SYNTHESIS OF LITERATURE REVIEW

The degree and nature of the association between a student's academic successes and the
amount of time they spend in school (i.e., their school hours) are referred to as the correlation
between variables between school hours and academic performance. This relationship explores if
there is a statistically significant connection between the amount of time spent in school and a
student's academic achievement, such as grades, test scores, or overall educational attainment,
whether the relationship is positive or negative. According to Virginia (2021), each student is
different and will have varied educational and developmental needs is also a given, with shorter
school hours students will have more time to focus, brain breaks, and other activities proven to
boost learning outcomes among other benefits. Moreover, Thayne (2023) said that shorter school
hours could help the students focus more intensely during their classes and would provide them
enough time to do their activities given by their teachers that also have a benefit of reducing
stress. Stated by Walker (2016) Many kids have led to an epidemic of anxious, unhealthy,
sleep-deprived, burned-out, disengaged, unprepared kids, and overwhelmed and discouraged
teachers because they are already stretched to unhealthy breaking points, loaded down with
excessive homework, extracurricular activities, and outside tutoring because they're led to
believe high test scores, a number of advanced placement classes, and a packed résumé are their
ticket to college. In fact, a literature by Davies (2015) states that leisure time is needed to prevent
these negative effects in students from worsening as they can relieve stress by forgetting
academic worries and instead go participate in having fun such as hanging out with friends and
family, playing games, listening to music, or simply just sleeping. Although this can be perceived
as a negative thing by numerous people, it is proven to be the opposite. Moreover, according to
DeKruyf (2018), shorter school hours would help students meet the sufficient leisure time they
need for the reasons that not only will they have enough time to do their homeworks, but will
also be able to do things that would make up for the time they used from going to school and
doing activities. However, In order to provide kids with the essential tools and information to
promote higher productivity and efficiency in them, it is actually vital that school hours be
prolonged in the hope of a brighter future for them (Sabrina 2023). Be that as it may, longer
school days could cause fatigue and attention deficiency, rendering the extra class time
unproductive, according to Tucker (2021). The final hour of the day is meaningless if students
are physically or mentally unable to focus. As stated by Gabrieli and Goldstein (2023), children
learn better in an atmosphere that is more engaging, and a longer school day engages them more
fully. The new school day frees up time in the timetable for subjects that students and instructors
love teaching by easing the strain on the system to pack math, reading, and science into too few
hours. Teenagers spend more time in school, but their learning isn't as effective as it could be
because sleep deprivation makes it difficult for them to stay active, manage stress, and process
information, this is according to Basilio (2016), who noted that lack of sleep can affect learning
because it's linked to a decreased performance. Bayudan-Dacuycuy (2013) suggests that efficient
time allocation can mitigate the negative impact of child labor on schooling outcomes.
Furthermore, Yuniarti (2021) found that during the COVID-19 pandemic, Filipino students in
SDN Gayamsari 02 Semarang studied at home with the support of parents or family members.
They spent an average of 1-2 hours per day studying, using various methods such as
communication through WhatsApp, learning videos, assignments, projects, and online learning
platforms.
METHODOLOGY

This study titled “School Hours and Academic Performance Correlational study among
Senior High School STEM students of San Felipe Neri Catholic School'' will aim to find out the
extent of how relevant school hours are to academic performance correlational study of Senior
High School STEM students based on the researcher's given parameters: workloads,
productivity, class attention, work study vs life balance. Moreover, it will analyze how students
perform with different school hours. This paper will pursue a quantitative framework to be its
research design. As defined by Bhandari (2020), quantitative research refers to the process of
gathering numerical data and analyzing it to determine means as well as establish results to wider
populations. The methodology will allow the researchers to create predictions and test causal
relationships through statistical data. To collect data and perform an equitable analysis, a
restricted survey with multiple choice options will be provided to respondents as part of the
quantitative research strategy used in this study. Moreover, this will guarantee that the research's
conclusions are reliable when it comes to answering the researchers' assumption. This study will
apply correlational and causal comparative methods in order to analyze the data. Also, the
literature of Creswell (2014) states that Causal-comparative research is a kind of
non-experimental quantitative design in which the researcher compares two or more groups; the
comparison is carried out in relation to a cause (the independent variable), which has already
happened. In addition, According to Fraenkel, Wallen and Hyun (2012), correlational studies
look at the potential relationship between two variables, though it's typical to look into more than
two.
Results and Discussion

Table 1
Frequency Distribution for Age
Age Frequency Percentage

16 41 31%

17 47 36.00%

18 33 25.00%

19 8 6.00%

21 1 1.00%

N/A 1 1.00%

Grand Total 132 100%

Discussion:
The frequency distribution for age is shown in Table 1. The table revealed that the majority
of the respondents are 17 years of age with 47 participants or 36% and the least which got only
1% which corresponds to 1 participant. In the table, the researcher can determine who among the
respondents is doing better in their academic performance. When it comes to education, age is
simply a number, according to Ghosh (2021). It is more important to be willing to learn than it is
to know how much or where one learns it. Henstridge (2022) defines that ageism as when
someone experiences discrimination due to their age. This is typically more common as we
become older. We observe it in every industry: there is a pervasive prejudice against aging due to
the belief that the price of the priceless counsel, wisdom, and knowledge we acquire with age
must be paid.

Table 2
Frequency DIstribution for Academic Grade
General Average Frequency Percentage

75-80 8 6%

80-85 3 2%

86-90 62 47%

90-95 58 44%

95-100 1 1%
 Grand Total 132 100.00%

Discussion:
Table 2 shows the frequency distribution for the general average of students. According
to the table, the majority of responses are 86-90% of the general average, with 62 participants, or
(47%), and the lowest is (1%), with only 1 participant. The table allows the researcher to
evaluate how many respondents outperform their peers in terms of academic performance.
Sandsør (2020) explores the negative association between grade variance and educational
attainment, suggesting that being a generalist with similar skills across subjects may be
beneficial. Finally, Watson (2014) discusses the importance of understanding the meaning of
average in different contexts, particularly in relation to students' skills and curriculum
expectations.

Table 3
Frequency Distribution for Grade Level
Grade Level Frequency Percentage

11 74 56%

12 58 44%

Grand Total 132 100.00%

Discussion:
Table 3 displays the frequency distribution of students' grade levels. According to the
table, the majority of respondents (56%) are in 11th grade, with 74 participants, and the lowest
(44%) are in 12th grade, with 58 participants. The table shows how many those who responded,
based on the student's grade level, participated. The K to 12 Curriculum in the Philippines, which
includes Grades 11 and 12, aims to enhance basic skills and prepare students for lifelong learning
and employment (Macado, 2021). Teleron (2015) and Javines (2016) both discuss the
preparation and implementation of the SHS program, with Teleron focusing on the readiness of a
specific school and Javines presenting a collaborative model for the Tech-Voc track.

Table 4
Studying at School
Statement Mean Verbal Interpretation

1. I am grade conscious so I
finish my work immediately. 3.79 Agree

2. I think that the current

school hours in my school are 3.44 Neutral
productive.
 3. I find activities in school
overwhelming. 3.54 Agree

4. Studying in school lets me

learn more than studying at 3.77 Agree
home.

5. I tend to procrastinate less

when studying in school. 3.64 Agree

Average 3.636 Agree

Standard Deviation 0.13

Discussion:
Table 4 displays the respondents' responses to the variable "Studying at School." The
segment's overall average is 3.6. This suggests that pupils are devoted to their studies in school.
Furthermore, given the standard deviation of 0.13, it is reasonable to believe that all of the
elements comprising this variable are consistent with one another. The statement with the lowest
mean was 3.44, indicating that respondents are unclear if their current school hours are
productive. Additionally, the time of day can significantly impact student productivity, with
morning classes leading to better academic performance (Pope, 2016). However, it's important to
note that students are subject to work hour restrictions, which may also impact their productivity
(Student, 2012). The last four items, with means of 3.79, 3.54, 3.77, and 3.64, all agreed with the
stated claims. In the first statement with the highest mean, respondents agreed that they are
grade-conscious and should complete their task as soon as possible. Furthermore, students often
perceive effort as a key factor in grading, and they expect it to be considered in the allocation of
grades (Tippin, 2012).

Table 5
Studying at home on weekdays
Statement Mean Verbal Interpretation

1. I learn better studying at

home 3.23 Neutral

2. I understand the lesson

more by watching it on 3.30 Neutral
youtube.

3. I am not motivated to study

at home because I'm tired 3.52 Agree
from school.

4. I prefer studying at night

 because it's more quiet and I 3.92 Agree
have more energy.

5. I can't focus while studying

because of the influence of 3.62 Agree
social media.

Average 3.518 Agree

Standard Deviation 0.25

Discussion:
The respondents' answers to the variable "Studying at home on weekdays" are displayed
in Table 5. This segment's total average is 3.5. This indicates that, due to outside influences,
students are not as committed to studying at home during the weekdays. Furthermore, it may be
assumed that all of the factors that make up this variable are consistent with one another given
the standard deviation of 0.25. The primary two items had a mean of 3.23 and 3.3, respectively,
indicating neutral responses from respondents who are unsure if studying at home is preferable
or whether watching the course on YouTube will help them comprehend it better. Many students
believe that studying in the comfort of their own place is beneficial, according to Wilson (2023).
A familiar environment can be calming, lowering tension and improving focus. There are a few
distractions associated with studying at home, though. Social media temptations, the allure of a
comfortable bed, and unfinished tasks can all quickly divert your attention. The final three, with
means of 3.52, 3.92, and 3.62, agreed with the provided statements. The second statement with
the highest meanThe respondents overwhelmingly agree that studying at night gives them greater
energy and peace of mind. According to Grooms (2021), pupils study better at night since it's
quieter as there won't be as many distractions for students at night because everyone typically
falls asleep. You have no reason to be talking to people or reading through social media while no
one is awake. Additionally, there is a lot less noise in the house, which means you won't be
distracted from your studies. Hence, there is a connection between studying at academic
performance (Pope, 2016). However, it's important to note that students are subject to work hour
restrictions, which may also impact their productivity (Student, 2012). The last four items, with
means of 3.79, 3.54, 3.77, and 3.64, all agreed with the stated claims. In the first statement with
the highest mean, respondents agreed that they are grade-conscious and should complete their
task as soon as possible. Furthermore, students often perceive effort as a key factor in grading,
and they expect it to be considered in the allocation of grades (Tippin, 2012).

Table 6
Weekend review/study
Statement Mean Verbal Interpretation

1. I enjoy doing my school

works on weekends. 3.07 Neutral

2. I consider attending
 extra-curricular classes to be
beneficial since they help 3.26 Neutral
me improve as a student.

3. As a student, school hours

should be longer/extended
rather than reduced in order 2.55 Neutral
to capture the attention of
the class.

4. I organize my schedule so
that I can study while still
being healthy by working 3.21 Neutral
out, performing yoga, or
participating in other sports

5. I do get significantly
better grades when I 3.45 Neutral
study/review on weekends

Average 3.11 Neutral

Standard Deviation 0.13

Discussion:
Table 3 shows the variable weekend review/study and the respondents’ general response
to it. Out of 132 respondents, on this section, the overall average is 3.11. This means that
studying or reviewing on the weekends help some students with their academic performance and
some have no effect. Moreover, with the standard deviation of 0.13, it can be stated that all the
factors under this variable are consistent with each other. The top statement to get the highest
mean on this variable is “I do get significantly better grades when I study/review on weekends”
with 3.45 as its average which means the respondents mostly agree that studying on the
weekends gives them better academic performance. Furthermore, Kidron & Lindsay (2014)
found that when students had increased learning time, they gained improved knowledge,
however the effects were just small. These results may be derived from the additional time
students have on the weekends compared to weekdays which gives them the chance to catch up
on lessons and missed work. In contrast, the bottom statement, “As a student, school hours
should be longer/extended rather than reduced in order to capture the attention of the class.” is
the one to have gotten the lowest mean on this variable with 2.55 as its average. This means that
most respondents disagreed or neutral-sided with the statement. Instead of helping with attention
span, longer school hours/days could cause negative effects to students such as attention
deficiency that can result in the rest of class time being unproductive (Tucker, 2021). The
remaining data on this table have similar averages. The first statement with a 3.07 mean, 3.26 for
the second statement, and 3.21 for the third. As an overall result, weekend review/study is
connected to school hours and its impact on students’ academic performance.
Table 7
Overall leisure time per day
Statement Mean Verbal Interpretation

1. I find that I have very little

time for myself because of 3.66 Agree
my current school hours.

2. I tend to have less overall

sleeping time because of my 3.93 Agree
current school hours.

3. I find that going to school

during my current hours helps
me be more productive when 2.99 Neutral
I'm with my family.

4. I find it hard to work on

myself because of my current 3.50 Agree
school hours.

5. Because of my current
educational schedule, I find it
difficult to make time for my 3.36 Neutral
pals

Average 3.50 Agree

Standard Deviation 0.31

Discussion:
Table 7 shows the data of the variable ‘overall leisure time per day’ as well as the
respondents’ general response to it. In this section, the overall average came to be 3.50 out of
132 respondents. This means that most students have enough leisure time per day or lack thereof.
The overall standard deviation of 0.31 shows that the data are adequately consistent with each
other which implies that the respondents are on par with the responses of one another. Obtaining
a mean of 3.93, the statement “I tend to have less overall sleeping time because of my current
school hours.” takes the spot as the top statement on this table. This explains that most of the
respondents have difficulty getting the sleep they need with their current school hours.
Furthermore, because of multiple things that take up their time for leisure such as extracurricular
activities, tutoring, and excessive homeworks, the students could be overwhelmed and burnt out
which could have caused them to be sleep-deprived (Walker, 2016). On the contrary, the
statement “ I find that going to school during my current hours helps me be more productive
when I'm with my family.” has the lowest mean on this table with 2.99 as its average. This means
that most respondents were neutral and disagreed with the particular statement and explains that
with their current school hours, they don’t have the ability to be productive on doing things
despite being with family or loved ones. With reference to the previous study mentioned by
Walker (2016), such response could be an effect of the things taking up the students’ leisure
time. Whereas, DeKruyf (2018) stated that sufficient leisure time can be accessed by students
with shorter school hours. Significantly raises their chances to do homeworks on time while also
having the ability to do other activities that they consider leisure. Similarly, the other three
statements suggested the same result as the top and bottom statements implying that the
respondents do not have enough time to work on themselves and maintain relationships with
loved ones. As a result, overall leisure time per day is correlated with the amount of school hours
which affect the academic performance of the students.
Table 8
Workloads
Statement Mean Verbal Interpretation

1. Despite having a short

amount of time at home, I am
capable of handling high 3.25 Neutral
workloads.

2. I believe that the shorter

the school hours, the longer
time I have to finish my task 3.80 Agree

3. I prefer to start my
activities when it is free time 3.55 Agree
in school.

4. I find it hard to start my

activities at school. 3.21 Neutral

5. Too much school work

stresses me out. 4.12 Agree

Average 3.59 Agree

Standard Deviation 0.34

Discussion:
Table 8 shows the variable the relevance of school hours in workloads and the respondents’
general response to it. Out of 132 respondents, on this section, the overall average is 3.59. This
means workloads have a good and bad effect on students in terms of their academic performance.
Furthermore, it resulted in a standard deviation of 0.34, it can declare that all the factors under
the variable are close to each other. Among the 5 statements the highest statement that received
the highest mean is "too much school work stresses me out" have an average mean of 4.12 which
means almost all the students agreed that too much school work stresses them out. Moreover,
according to Rose (2019) when students arrive home from school instead of resting they still
need to finish the workloads left from school since students cared for their grades and because of
too many workloads it causes students stress and sleep deprivation. This shows a result that even
though school time is over students still have school work to finish and because of that it causes
them stress and if the school work takes too long to finish that consumes the time of the students
it also causes them sleep deprivation that could harm their health and academic performance.
Compared with the statement that got the lowest mean "I find it hard to start my activities at
school" with 3.21 as it mean, it shows a result of neutral that means students either agree or
disagree with the statement.Some students have hard time starting their school works because
they having hard time understanding the specific lesson that connected to the activity and some
are just unmotivated doing their school works. In the literature of Whalen (2024) he stated that
students are so busy and because of that it causes students to be unmotivated that also
overwhelms them and because of this negative attribute it makes students have a hard time
starting their school work. The study wants to show that we need students to keep motivated at
school, let them try something new that can take interest in them that can make the students more
motivated.Lastly, the 3 remaining statements, the first statement"despite having a short amount
of time at home, I am capable of handling high workloads" that have a mean of 3.25 shows that it
is also neutral same as the statement that received the lowest mean, other students struggle and
some do not while only having only short amount of time in handling high work loads. While the
second statement "I believe that the shorter the school hours, the longer time I have to finish my
task" with the mean of 3.80, students agreed that shorter school hours makes students have
longer time in finishing their task. The third and the last statement "I prefer to start my activities
when it is free time in school" with the mean of 3.55 that resulted in students agreeing to start
their activities when they have free time at school because they can focus more and less
distraction while doing their activities. As an overall result, the workloads of students are
connected to school hours and its impact on students’ academic performance.

Table 9
Productivity
Statement Mean Verbal Interpretation

1. My productivity develops
the more I finish my school 3.93 Agree
work.

2. My surroundings affect my
mood to study. 4.17 Agree

3. My productivity decreases
because of too much school 3.48 Neutral
work.

4. The quality of how I do my 3.87

schoolworks depends on my Agree
productivity.

5. I can easily start the work 4.31

when the surroundings are Agree
quiet.
 Average 3.952 Agree

Standard Deviation 0.28

Discussion:
Table 9 shows the variable the relevance of school hours in productivity and the
respondents’ general response to it. Out of 132 respondents, in this section, the overall average is
3.95. This means the productivity of the students has a good and bad effect on students in terms
of their academic performance. Moreover, it resulted in a standard deviation of 0.28, it can
declare that all the factors under the variable are close to each other. Among all the statements
under the variable relevance of school hours in productivity the highest statement that received
the highest mean is "I can easily start the work when the surroundings are quiet" have an average
mean of 4.31 which means the majority of the students agreed that too much school work
stresses them out. In addition, in the study of Bhandari (2023) having quiet surroundings
increased focus and productivity in classroom tasks, as well as having an opportunity to engage
deeply with the activity, which results in the improvement of students in their academic
performance. The study shows that peaceful surroundings help students do well in school that
help them boost their productivity that also increases their focus while doing their school tasks or
workloads that benefits their academic performance. Let's move on to the statement that the
lowest mean "my productivity decreases because of too much school works" has an average
mean of 3.48 that results neutral, it's either students agree or disagree that too much school work
decreases their productivity. As stated by Educ Pinas(2018) Longer school hours makes students
less productive because it is tiring for students but, shortening school hours have positive effects
that make students do their homework,have time to bond with their family, have time to gain
enough sleep, and lastly prepare for the next day and make it productive. With shorter school
hours means lesser school work that makes students more productive because they have enough
time to do well in their activity. Furthermore, the 3 remaining statements have close average to
each other, the first statement has a mean of 3.93, the second statement has 4.17 and 3.87 is the
mean of the third statement,as the result students agreed to the three statements.As an overall
result, the productivity is connected to school hours and its impact on students’ academic
performance.

Table 10
Class Attention
Statement Mean Verbal Interpretation

I'm only focused on the

teacher teaching in class to
understand the lesson better 3.80 Agree

I can't focus in class because

of lack of sleep 3.61 Agree
 I get distracted by my
classmates in class so I lose
attention on what we’re
supposed to be learning. 3.33 Agree

I’m easily distracted by the

smallest things. Neutral
3.47

I can keep up with the

activities in the class 3.84 Agree

Average 3.61 Agree

Standard Deviation 0.19

Discussion:
The class attentiveness variable and the respondents' overall reaction to it are displayed
in Table 10. The aggregate average for the 132 responders in this section is 3.61. This indicates
that although some students are mainly focused on the teacher and are able to keep up with the
activities in the classroom, others are mostly distracted by their environment and lack of sleep.
All of the variables have a standard deviation of 0.19, which indicates consistency. "I can keep
up with the activities in the class" has the highest mean of any variable, averaging 3.84,
indicating that most respondents are in agreement that they can keep up with the activities in
their class. According to Ahmed et al (2020), In order to improve student learning and eventually
meet national educational goals, the classroom environment is crucial, it also explained that the
atmosphere of the classroom, the regulations, and the noise level all have an intangible impact on
how well students concentrate and perform in class. With an average of 3.33, the statement "I get
distracted by my classmates in class so I lose attention on what we're supposed to be learning"
has the lowest mean, which indicates that the majority of pupils are neutral on that. According to
Bank (2016), students' classmates' behavior can have an effect on their capacity to focus.
Individual attention levels increase when a teacher actively interacts with their students, such as
by looking at them or asking them questions. The first statement had a high mean of 3.80, the
second had an average of 3.61, and the fourth had an average of 3.37. Thus, there is little doubt
that class attention is related to the School hours and its impact on students’ academic
performance.

Table 11
Work Study VS Life Balance
Statement Mean Verbal Interpretation

Balancing my daily life is

affected by my work study 3.73 Agree
 I find it hard to balance my
daily life because I need to
work while I'm studying 3.62 Agree

I'm pressured by my work

study and it greatly gives
negative effects to my life 3.77 Agree
balance

I forgot to pay attention to

some things because I was
doing school works. Agree
3.79

I forget to do something for

myself because I'm doing Agree
schoolworks. 3.81

Average 3.744 Agree

Standard Deviation 0.07

Discussion:
Table 11 displays the respondents' overall responses to the work-study vs. life balance
variable. The aggregate average for the 132 respondents in this section is 3.744. This suggests
that the majority of respondents find it more difficult to maintain a healthy work-life balance as a
result of their studies. Given the tight standard deviation of 0.07, it is evident that the majority of
responders to the question "Work study VS Life Balance" gave the same response. The statement
“I forget to do something for myself because I'm doing schoolworks.” with the highest average
of 3.81, demonstrates that the majority of respondents acknowledge that they forget things for
themselves when completing their homework. Oxford (2016) discovered that doing too much
homework might cause loneliness, headaches, weariness, weight loss, and poor eating habits in
addition to sleep problems. Additionally, it is challenging for students to juggle part-time
employment and education, which leads to stress and a decline in socialization. With a mean of
3.62, the statement "I find it hard to balance my daily life because I need to work while I'm
studying" has the lowest average. This suggests that most respondents agree that it is difficult for
them to balance their daily lives because they have to work while they are studying, with
reference to the previous study mentioned by Oxford (2016). Work Study vs. Life Balance is
related to school hours and its effect on students' academic performance overall, as indicated by
the remaining data in this table, which have almost similar averages. That being said, the first
statement has an average of 3.73, the third statement has an average of 3.77, and the fourth
statement has an average of 3.79.
Summary of Conclusion

This study titled School Hours and Academic Performance Correlational study among Senior
High School STEM students of San Felipe Neri Catholic School aims to show that our study
does match the researchers assumption for the reason that school hours affect students academic
performance. The study result shows that students perform better when the surroundings are
quiet and when they review/study on weekends. In addition, students agreed that the shorter the
school hour the more time they have to finish their workloads. Furthermore, it stated that
students are stressed because of too much school works, teachers needs to balance the school
works they give to their students not only they get stress they also got a less time to sleep or rest
because they need to finish all their task because they are grade conscious they also agreed that
they are not able to do something for themselves because of doing their school works but some
students study at night because it's less distraction to them. Lastly, focusing only on the teacher
helps them understand the lesson better and students are able to keep up to the class activity or
seat work because of it. In conclusion shorter school hours is preferable to the students because it
has more benefits to them like they have more time to do their school work, more time to sleep
and have time for themselves.

Recommendation
The following actions were deemed worthwhile to recommend by the researchers:

1. A seminar about productive time management is one of the recommendations the

researchers have. In this seminar, Senior highschool students will learn difficult
techniques and practices that could help the students manage their time. They will also
learn the causes and effects of poor time management and how changing the amount of
school hours may help with it.
2. For senior high school students in the upcoming academic year, the researchers suggest a
productive and efficient 7-hour school day that begins at 8 a.m. and ends at 3 p.m. In this
manner, pupils will have plenty of time to finish other assignments after school and more
time to get ready for class.

Acknowledgement
Completing the research was a journey marked by challenges and enlightenment, deeply
intertwined with the faith. Having God as the guide provided the strength and inspiration. This
achievement wasn't just academic; it was a spiritual milestone for the researchers, showcasing
that with divine wisdom, perseverance, and grace, could overcome any obstacle. The researchers
profoundly grateful for the guidance and patience God bestowed upon throughout this journey.
The researchers would like to express sincere gratitude to Mr. Zarren Aleta Gaddi for his
invaluable guidance and support that contributed a lot in development, progress and
accomplishment throughout the research process. The researchers extend heartfelt gratitude to all
the respondents who participated in this research study. Your willingness to share your
experiences and insights was invaluable, providing the foundation upon which this study was
built. Your time, honesty, and thoughtful responses have not only enriched this research but have
also contributed significantly to the understanding of our topic. Your participation has been a
cornerstone of this study's success, and the researchers are deeply appreciative of your
contribution. Thank you for being an integral part of this journey.
References

Bhandari (2020) Articles by Pritha Bhandari

11111https://www.scribbr.com/author/pritha/page/7/#:~:text=Quantitative%20research%20is%20
the%20process,generalize%20results%20to%20wider%20populations.

Bhandari (2023). Keep calm and study on: Promoting quiet spaces around schools and homes.
11111https://lens.monash.edu/@education/2023/02/09/1385459/promoting-calm-and-quiet-space
s-around-schools-and-homes

Bruner (2024). Constructivist Theory

11111https://www.instructionaldesign.org/theories/constructivist/?fbclid=IwAR1aUed3wQpuLX
IOcxUh-VbqH2TqsaQXIcv4aMVqZApz2YCp9scxU6bBORM

Bayudan-Dacuycuy (2013). Is schooling forever doomed with child labor around? An analysis
using Philippine time use data
11111https://www.semanticscholar.org/paper/Is-schooling-forever-doomed-with-child-labor-arou
nd-Bayudan-Dacuycuy-Dacuycuy/35aed16ad4abcbb37139040e48c601a1b622ad5a

Christopher Gabrieli and warren Goldtsein (2023). The Disadvantages of Longer School Days
11111https://education.seattlepi.com/disadvantages-longer-school-days-1489.html

Creswell (2014) Basics of Research Design: A Guide to selecting appropriate research

design
11111http://www.ijcar.net/assets/pdf/Vol6-No5-May2019/07.-Basics-of-Research-Design-A-Guid
e-to-selecting-appropriate-research-design.pdf

Davies (2015). Student leisure time and how it’s spent. Scot Scoop.
11111https://scotscoop.com/how-students-spend-leisure-time/

DeKruyf (2018). Why A Shorter School Day Will Help Students Learn More. The Smoke Signal.
11111https://smokesignalnews.net/7671/uncategorized/why-a-shorter-school-day-will-help-stude
nts-learn-more/

Educ Pinas (2018). Increasing Productivity of Filipino Students by Decreasing School Hours
11111https://www.change.org/p/department-of-education-increasing-productivity-of-filipino-stud
ents-by-decreasing-school-hours

Gabrieli and Goldstein (2023). Time to Learn: Benefits of a Longer School Day
11111https://education.seattlepi.com/disadvantages-longer-school-days-1489.html

Gaille (2017). 10 Longer School Days Pros and Cons. Vittana.

11111https://vittana.org/10-longer-school-days-pros-and-cons
Gladwell (2008). Learning Curve Theory
11111https://www.google.com/url?q=https://360learning.com/guide/learning-theories/learning-cu
rve-theory/&sa=U&ved=2ahUKEwj7oZu5gfGFAxXvSmwGHSaEAeUQFnoECBQQAQ&usg=
AOvVaw2OERvfdyEI-1WW7q0EIlCh

Garcia (2023) Philippines ranks 77th out of 132 countries in 2022 Global Knowledge Index
11111https://philstarlife.com/news-and-views/744576-philippines-77th-out-of-132-countries-202
2-global-knowledge-index

Grooms (2021). Studying at night

11111https://www.griffonnews.com/opinion/studying-at-night/article_f1f6afe0-29f1-11ec-b9d7-0
7804c85cb3e.html

Henstridge (2022). Ageism is one of the last socially acceptable prejudices. Psychologists are
working to change that
11111https://www.apa.org/monitor/2023/03/cover-new-concept-of-aging

Juni (2023). Shorter School Days: Everything You Need to Know. Juni Learning | Personalized
learning for every student.
11111https://junilearning.com/blog/guide/shorter-school-days-2/

Kidron & Lindsay (2014). The effects of increased learningtime on student academic and
nonacademic outcomes: Findings from a meta‑analytic review. Repositorio.
11111https://repositorio.minedu.gob.pe/handle/20.500.12799/4920

Kristine Tucker (2021). Time to Learn: Benefits of a Longer School Day

11111https://www.readingrockets.org/topics/policy-politics-statistics/articles/time-learn-benefits-
longer-school-day?fbclid=IwZXh0bgNhZW0CMTAAAR2oA2zcDKUqGFvy5hYAtuC1koeANS
waByn9GatV4EOUzNskx1ZADE_kDMk_aem_AYgF50qr1AbgNcGMq4kRyxlDXhMqg3Ehbb
ObyAqKwGFRJa8Nqo4RS0lpbPHIWsOlfd56JSUHtg_wxxMDJZVFhV3l

Latini (2023). Is a Longer School Day Beneficial. The Husky Herald.

11111https://thehuskyherald.org/1040/opinions/is-a-longer-school-day-beneficial/

Richardson (2021). Are longer school days beneficial for students. (2021, December 10).
Trojournal.
11111https://trojournal.com/2994/news/are-longer-school-days-beneficial-for-students/

Rose (2018). Too much homework may cause students stress

11111https://www.cleburnetimesreview.com/news/study-too-much-homework-may-cause-studen
ts-to-stress/article_ecf4eb38-3d05-11e8-b672-fbb7474b09b3.html
Sabrina (2023). Increase in school hours by the government: Improving productivity and
efficiency among the youth
11111https://www.linkedin.com/pulse/increase-school-hours-government-improving-efficiency-f
arin-sabrina?fbclid=IwZXh0bgNhZW0CMTAAAR2pWXBoh1MQADUNU0v6smCeWsw9gy4
_iFs5plbXobgKMsD5LnpjIW1dNqQ_aem_AYj_wijYs5rlUdFdmorVzkktvs2cO2cexwW0G-4W
kcRZUmDTxRu5O9BtqGHj6P-TjfosaOebLGdjhDaYNtcLJDls

Thayne(2023). Shorter school days would help students

11111https://www.union-bulletin.com/opinion/letters_to_editor/letter-shorter-school-days-would-
help-students/article_e7360d68-cf3f-11ed-872a-538d31d5ad3c.html

Tucker (2021). The Disadvantages of Longer School Days

11111https://education.seattlepi.com/disadvantages-longer-school-days-1489.html

Virginia(2021). 6 benefits of shorter school days

11111https://www.idtech.com/blog/benefits-of-shorter-school-days?fbclid=IwAR1KB_0YuRZy6
I7jna2pHGgvIWZmwjk0I-6BlYZJHl0NQ2vfRYr661eJjaE

Whalen (2024). Feeling Unmotivated in School? Here Are 5 Things You Can Do to Help
11111https://www.nshss.org/resources/blog/blog-posts/feeling-unmotivated-in-school-here-are-5-
things-you-can-do-to-help/?fbclid=IwAR09P_CuQD5VwutGvqlMwOnxMx2tP2LLoyYDy3IL4
2VjjeLAhz73Gx5jFhs#:~:text=Students%20today%2C%20especially%20high%20school,goals
%20are%20too%20far%20away

Wilson (2023). Is it better to study at home or somewhere else?

11111https://glean.co/blog/is-it-better-to-study-at-home-or-somewhere-else-glean

Wood (2020). Reasons why the school day should be shorter. Classroom Synonym.
11111https://classroom.synonym.com/reasons-school-day-should-shorter-8415398.html

Yuniarti (2021). Analisis Praktik Belajar dari Rumah Kelas VI SD Gayamsari 02 Semarang di
Masa Pandemi COVID-19
11111https://www.semanticscholar.org/paper/Analisis-Praktik-Belajar-dari-Rumah-Kelas-VI-SD-
02-Yuniarti-Saputra/967897f204b158efe0b42ae9e576091fec032d99
Research Instrument
General
What is the relevance of school hours to the academic performance of SHS STEM students at
SFNCS?
Specific
1) What are the characteristics of the respondents in terms of;
1.1 Age
1.2 Grade Level
1.3 Academic Performance (1st sem average)
2) What is the number of hours devoted by the students on the following:
2.1 Study in School
I am grade conscious so I finish my work immediately.
5-4-3-2-1
I think that the current school hours in my school is productive.
5-4-3-2-1
I find activities in school overwhelming.
5-4-3-2-1
Studying in school lets me learn more than studying at home.
5-4-3-2-1
I tend to procrastinate less when studying in school.
5-4-3-2-1
2.2 Studying at home on weekdays
I learn better studying at home
5-4-3-2-1
I understand the lesson more by watching it on youtube.
5-4-3-2-1
I am not motivated to study at home because I'm tired from school.
5-4-3-2-1
I prefer studying at night because it's more quiet and I have more energy.
5-4-3-2-1
I can't focus while studying because of the influence of social media.
5-4-3-2-1
2.3 Weekend review/study
I enjoy doing my school works on weekends.
5-4-3-2-1
I consider attending extra-curricular classes to be beneficial since they help me improve as a
student.
5-4-3-2-1
As a student, school hours should be longer/extended rather than reduced in order to capture the
attention of the class.
5-4-3-2-1
I organize my schedule so that I can study while still being healthy by working out, performing
yoga, or participating in other sports.
5-4-3-2-1
I do get significantly better grades when I study/review on weekends
5-4-3-2-1
2.4 Overall leisure time per day
I find that I have very little time for myself because of my current school hours.
5-4-3-2-1
I tend to have lesser overall sleeping time because of my current school hours.
5-4-3-2-1
I find that going to school during my current hours helps me be more productive when I'm with
my family.
5-4-3-2-1
I find it hard to work on myself because of my current school hours.
5-4-3-2-1
Because of my current educational schedule, I find it difficult to make time for my pals
5-4-3-2-1

3. How relevant is school hours in terms of;

3.1 Workloads
Despite having a short amount of time at home, I am capable of handling high workloads.
5-4-3-2-1
I believe that the shorter the school hours, the longer time I have to finish my task
5-4-3-2-1
I prefer to start to my activities when its free time in school.
5-4-3-2-1
I find it hard to start my activities at school.
5-4-3-2-1
Too much school work stresses me out.
5-4-3-2-1
3.2 Productivity
My productivity develops the more I finish my school works.
5-4-3-2-1
My surroundings affects my mood to study.
5-4-3-2-1
My productivity decreases because of too much school works.
5-4-3-2-1
The quality of how I do my schoolworks depends on my productivity.
5-4-3-2-1
I can easily start the work when the surroundings are quiet.
5-4-3-2-1
3.3 Class Attention
I'm only focused on the teacher teaching in class to understand the lesson better
5-4-3-2-1
I can't focus in class because of lack of sleep
5-4-3-2-1
I get distracted by my classmates in class so i lose attention on what we’re supposed to be
learning.
5-4-3-2-1
I’m easily distracted by the smallest things.
5-4-3-2-1
I can keep up with the activities in the class
5-4-3-2-1
3.4 Work Study VS Life Balance
Balancing my daily life is affected by my work study
5-4-3-2-1
I find it hard to balance my daily life because I need to work while I'm studying
5-4-3-2-1
I'm pressured by my work study and it greatly gives negative affects to my life balance
5-4-3-2-1
I forget to pay attention to some things because I was doing school works.
5-4-3-2-1
I forget to do something for myself because I'm doing schoolworks.
5-4-3-2-1
3) Is there a significant relationship between the number of hours to academic performance
and perceived relevance?