THE EFFECTS OF 7:15AM CLASS TO THE ACADEMIC PERFORMANCE OF

STUDENTS IN BALIUAG UNIVERSITY

A Research Proposal Presented to the Senior High School Department

Baliuag University

Baliwag, Bulacan

In Partial Fulfilment of the Requirements for the

Practical Research I of the

Senior High School

Jessica Merianne E. Angcanan

John Carlo R. Castillo

Alex Anjhelo C. Hernandez

Shiela Marie C. Quitlong

Kyla Mae C. Salas

Rinalyn M. Santos

ABM-1

March 2019
 ABSTRACT

This research study aims to identify the possible effects of earlier class start to the

academic performance of Grade 11 students in Baliuag University and to provide awareness to

its effects not only for the senior high school students but also for the faculty members and the

administration itself.

This study exploited the descriptive qualitative research design as the method to identify

the experiences, insights, perceptions and opinions of the students regarding to the 7:15 AM

class start time. There were 10 respondents who have been randomly selected and voluntary

participated through the interview process.

The results of the study showed that students have experienced difficulties in time-

managing and adjusting to the new schedule implemented. Students also tend to arrive late at

school due to various reasons including the minimizing of their time for sleep resulting to

waking up late. Moreover, all of the respondents tend to prefer the original schedule as it helps

them to learn more. The researchers therefore conclude that the students' capability of proper

time-management and getting enough sleep can greatly affect their behaviour as well as with

their academic performance.

With the stated conclusions, the researchers recommend that the students should adjust

and adapt eventually as quickly as possible to the new changes through the new schedule given

by the administration in order to minimize the number of decreasing academic performances.

 ACKNOWLEDGEMENT

Acknowledgements are given to few people who were supportive in completing this research

paper:

To all the respondents who voluntary participated and served as the primary source of data for

this study.

To our beloved teacher, Ms. Mary Joy C. Velasquez for her unconditional support and guidance

during the study process.

To Ms. Diane Eunice A. Robles and Mr. John Paul S. Agulto for validating our instruments.

To our parents, as they are keeping their moral, emotional and financial support throughout.
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Class schedule is one of a great factor that could affect a student’s cognitive ability.

However, the new schedule implemented by the Baliuag University administration made a huge

impact to some Baliuag University Senior High School (BUSHS) students in terms of their

emotions and behaviour, most specifically on the 11th grade. The students experienced a hard

time adjusting and adapting to the new schedule implemented by the faculty members before

starting the second semester of the Academic Year 2018-2019. Furthermore, different

perspectives such as rants gone through different social media sites because aside from earlier

school start time, it also concluded to have a longer time spent inside the university and later

dismissal. Although it is not yet proven that the new schedule affects different aspects of their

academic life, it is essential to seek for the various effects of the said new schedule

implementation mainly on the Grade 11 students’ time management, behaviour and sleeping

patterns which could be the factors that affect students’ academic performance.

Baliuag University is one of the best academic institutions in Central Luzon that provides

the best academic experience. As a matter of fact, it is Level III accredited by Commission on

Higher Education (CHED) together with Department of Education (DepEd) which means that

Baliuag University exceeded the partial standards of the two agencies on different aspects of an

academic institution. Moreover, Baliuag University has over six annexes which includes the

Grade 11 campus, Baliuag University Annex III, wherein the study takes place. The BUSHS

students make use of the four campuses in Baliuag University; Main Campus, Annex II, Annex

III and Annex VI which could be a great factor that affect the students' behaviour. However,
considering the university as one of the best, it is however a necessary to identify the problems

related to the academic performance of the students in order to maintain the university status in

terms of giving the best academic experience.

Academic performance also pertains to the academic excellence which refers to the final

grades achieved by the students by the end of a period. However, it also includes the 'specials' or

elective courses and subjects in the arts, music, health, business and others (Sharrock, 2018). By

the means of the academic performance, academic institutions can measure how a student

performed, whether good or bad, in a certain academic period. Furthermore, it also mirrors the

old adage: "Publish or perish" (Morrall, 2018). This simply means that whenever setting a goal

for achieving high in different aspects especially in academic performance, students must pursue

out of the best ways that they can do, even though there are some factors that affect their

cognitive ability, such as class schedule. However, a student's level of functioning on academic

tasks, most often reflected in grades and test scores (Brown, 2019).

It has been increasingly recognized that high school students get less sleep than is

recommended. Some reports show that high school working classes are 41% earlier than they

were decades ago (Pew Research Center, 2012). This concluded that earlier school start time also

affects the students' sleeping behaviour. At the same time, it also influenced certain decisions for

attending earlier classes such as pressure for earlier commutes. Moreover, environmental factors

such as homework, extracurricular activities, social activities, part-time work and technology

make teens to decrease sleep time even more. These issues for the teenagers likely leads to

increase the possibility of poor academic performance due to the lack of sleep. Changes in

sleeping pattern and reduce learning, resulting in lower test scores. Thus, academic performance

likely to suffer in teens with reoccurring inadequate sleep.

 As senior high school students of Baliuag University, the researchers experienced the

situation stated above. This study was conducted to examine whether earlier school start time

affects the students’ academic performance. Moreover, it would be a great tool to examine the

effects of the stated situation to the students’ sleeping patterns, behaviour and time management

that will enable the administration to understand the mechanisms through changing school start

times affecting the students’ habit that is also patterned with their academic performance.

All in all, the main purpose of this research is to provide awareness about the possible

effects of earlier school start time, longer time spent inside the university and later dismissal

time. It could enable the administration to make various courses of actions to be implemented

that will lead the students into much higher academic performance.

Significance of the Study

The result of this study could provide awareness to the potential effects of earlier school

start time and would make certain response to the following:

Students. The findings of the study would be a great tool to identify the proper

momentum of studying which would enhance their mechanism to improve their academic

performance. With this study, they would know how early classes affect their capability to learn

effectively which would inspire them to create ways on how to avoid poor academic

performance.

School Administration. The results of the study would let the faculty members to know

if they have implemented an effective school start time. From the results, faculty staffs could be

provoked to amend the scheduling of students’ classes that may lead to the improvement of the

academic performance.
 Parents. The study claimed to help the students’ parents to be aware of the particular

factors that could affect their children’s academic performance as well as with health due to the

changes of their child’s sleeping pattern.

Other Researchers. Wider study would be conducted which leads into much accurate

findings of other researchers.

Review of Related Literature

The study played a significant role identifying the different factors affecting the students’

academic performance such as the behaviour among earlier classes, time management and

changes in sleeping patterns of students. This study would be a great tool to cope up with lower

level of academic performance and develop cognitive ability from earlier class start times by

identifying the effects of earlier school start time.

Students’ Behaviour through Earlier Classes

Based on the study of Katalinic (2017), majority of high school students across the

United States do not receive a sufficient amount of sleep and most schools in the United States

do not start after 8:30 am., analysis of tardiness and student performance in earlier classes when

compared to later times can give researchers a greater understanding of the benefits of shifting

the schedule. On this study researchers found an increase in absences and a decrease in academic

performance when analytically compared the earlier class time to later class in the day. At the

same time, researchers and scientists often find an increase in stress, obesity, and depression

among others. Moreover, according to this study, class schedules made an impact to the

behaviour of students as connected with the absences and tardiness of a student. However,

absences and tardiness of a student can affect his or her capability of learning.
 A 2014 study of Foster with 20,026 Swedish students reported short sleep duration

increased the risk to fail one or more subjects because school schedules are forcing adolescents

to lose sleep and to perform weak academically. School records indicated that students at the

earlier starting school were tardy. Also, sleep deprivation lead to impaired learning and

performance. They are in class at a time that their body wants to be asleep, which both makes it

difficult to learn and fatigues the brain. Furthermore, tardiness is one factor that makes the

student have a lowering performance in school. At the same time, it has been recorded that

having earlier classes makes the student lose some sleep which resulted into failing cognitive

ability.

Based on the study of Wheaton, Croft & Chapman (2016), insufficient sleep in

adolescents has been shown to be associated with a wide variety of adverse outcomes, from poor

mental and physical health to behavioural problems and lower academic grades. However, most

high school students do not get sufficient sleep. The researcher found that insufficient sleep in

this young population is tied to poor mental health, including depression, depressive symptoms,

and suicidal ideation. In addition, a few studies have shown an association between insufficient

sleep and unhealthy risk behaviours including alcohol use, tobacco smoking, and marijuana use,

use of other illicit /prescription drugs, unhealthy weight control strategies, and recent sexual

activity.

Changes on the Students’ Time Management

The study of Muhammad Saqib Khan and Shazia Nasrullah (2015) stated that time

management is highly related to the academic performance of the university students. The

researchers found out that successful students are good time managers. Results from this study

showed that students who scored poor in academic achievement gained significantly low skills in
time management. In addition, the research study demonstrated that there is an association

between anxiety lessening, practices of time management and higher academic success.

The results in the study of Sayari, Jalagat, & Dalluay (2017), suggested that students

should observe and undertake prioritization of their tasks and responsibilities to improve their

academic performance. According to them, time management plays a significant role in

improving students’ performance and achievements. They also added that, every student should

possess time management to effectively organize their activities, set their goals, and prioritize

those activities that requires immediate attention and others. It is also through time management

that the students’ ability to make decisions can be enhanced thereby using time more effectively.

Based on the study of Alsalem et al. (2017), many students could not manage their time

efficiently. Students who had opportunities to practice time management skills revealed better

academic performance in addition to the differences in the time management level between

students according to faculty, gender and curriculum. The findings also provide advantages of

having proper time management. In addition, researchers found out that students who reported

using goal oriented time management had a higher overall Grade Point Average (GPA).

Students’ Sleeping Patterns

Based on the study of Kelley et al. (2017), moving school start times later are better

aligned with adolescent sleep and chromo type patterns that is practical and beneficial. Following

a change to a 10:00 a.m. school start time, rates of absence due to illness in students aged 13–16

reduced, and academic performance of students aged 14–16 significantly improved. When the

school start time was turned back earlier, these benefits were abolished. On this study, it said that

earlier classes affect a student’s sleeping pattern and it is one of the factor that makes them

reduce absences which leads into increase in developing learning skills.

 According to Shapiro (2015), the combination of changing sleep patterns in adolescence

and early school start times leaves secondary school classrooms filled with sleep-deprived

students. Evidence is growing that having adolescents start school later in the morning improves

grades and emotional well-being, and even reduces car accidents. The researchers cite costly

adjustments to bussing schedules and decreased time after school for jobs, sports, or other

activities as reasons to retain the status. While changing school start times is not a costless

policy, it is one of the easiest to implement and least expensive ways of improving academic

achievement.

As cited by Groen and Pabilonia (2017), a sleep-laboratory study among adolescents

given a 10-hour sleep opportunity suggested that adolescents need on average of 9.2 hours of

sleep each night. Recently, the National Sleep Foundation recommended that teenagers sleep

between 8 and 10 hours each night (Hirshkowitz et al., 2015). However, a national survey of

adolescents found that adolescents in high school reported sleeping on average only 7.2 hours on

the typical school night. About 45% of U.S. public high schools started the school day before

8:00 A.M. in 2015-2016, and about 86 percent started before 8:30 A.M. (Taie and Goldring,

2017). Advocates of later bell times argue that delaying bell times would allow students to get

more sleep, which would promote cognitive functioning during the school day and improve

academic achievement (Jacob and Rockoff, 2011). On this study, it found out that having later

start time and earlier dismissal time benefit the students’ sleeping pattern as well as their health

conditions. Aside from school activities, most of the students tend to work as part of their roles

on their family. However, this study claims that adjusting classes will became more powerful and

effective for students. It is also pertains to have a greater time of sleep than spending time inside

a university.
Theoretical Framework

Two related theories gave foundation to the study namely Pedagogical Theory by

Boettcher, J. (2007) and Veblen Theory or The Theory of the Leisure Class by Thorstein Veblen

(1899/2017).

Pedagogical Theory. Research findings into how our brains work are stimulating a re-

examination of traditional principles of designing teaching and learning experiences. Insights

from this research are not only helping to deepen our understanding of traditional core learning

principles, but they are also providing practical guidance on how to design learning experiences

for our new high technology environments (as cited by Boettcher, 2007).

A core learning principle by this theory explained the time-on-task principle which is

important to the learners in order to improve one self’s understanding. Meaning that the “Core

Learning Principle #10: Everything Else Being Equal, More Time-on-Task Equals More

Learning” plays one of the major role on this study. The perfect time for a people to study makes

them understand and learn even better that studying out of their leisure time.

One major insight contributing to this principle is the uniqueness of each brain in its

structure and its accumulated experiences. We each do experience and remember events just a

little differently. This richness of perspective and worldviews is a challenge as well as a potent

creative force. The combination of the uniqueness of each learner and the richness of each

learner's perspective argues persuasively for more emphasis on a pedagogy that emphasizes

community, culture, and ethics as well as the acquisition of knowledge, content, and skills.

Veblen Theory or The Theory of Leisure Class. According to Wright (2017), the

evidence afforded by the usages and cultural traits of communities at a low stage of development

indicates that the institution of a leisure class has emerged gradually during the transition from
primitive savagery to barbarism; or more precisely, during the transition from a peaceable to a

consistently warlike habit of life. The conditions apparently necessary to its emergence in a

consistent form are: (1) the community must be of a predatory habit of life (war or the hunting of

large game or both); that is to say, the men, who constitute the inchoate leisure class in these

cases, must be habituated to the infliction of injury by force and stratagem; (2) subsistence must

be obtainable on sufficiently easy terms to admit of the exemption of a considerable portion of

the community from steady application to a routine of labour. The institution of leisure class is

the outgrowth of an early discrimination between employments, according to which some

employments are worthy and others unworthy. Under this ancient distinction the worthy

employments are those which may be classed as exploit; unworthy are those necessary everyday

employments into which no appreciable element of exploit enters.

This distinction has but little obvious significance in a modern industrial community, and

it has, therefore, received but slight attention at the hands of economic writers. When viewed in

the light of that modern common sense which has guided economic discussion, it seems formal

and insubstantial. But it persists with great tenacity as a commonplace pre-conception even in

modern life, as is shown, for instance, by our habitual aversion to menial employments. It is a

distinction of a personal kind — of superiority and inferiority. In the earlier stages of culture,

when the personal force of the individual counted more immediately and obviously in shaping

the course of events, the element of exploit counted for more in the everyday scheme of life.

Interest centred about this fact to a greater degree. Consequently a distinction proceeding on this

ground seemed more imperative and more definitive then than is the case to-day. As a fact in the

sequence of development, therefore, the distinction is a substantial one and rests on sufficiently

valid and cogent grounds.

 All in all, this theory pertains to the leisure class of students as the best way and time to

have a functioning brain at its fullest. Henceforth, making their standards based on their passion

make them even more understanding whenever attending their classes. However, the theory

suggests that having proper time of classes made an impact to everyone’s learning.

Statement of the Problem

The researchers seek to identify and differentiate the prospective effects of the new

schedule implemented by the Baliuag University Senior High School administration to the

students' behaviour, time management and sleeping patterns. At the same time, the investigators

also aim to acquaint the administration if they have implemented an effective class scheduling

through the observation to the students' level of academic performance.

Scope and Limitation of the Study

The study focused on the various effects of earlier school start time to the academic

performance of Grade 11 students in Baliuag University on the Academic Year 2018-2019. The

research paper was intended to produce awareness and provide courses of actions to be

implemented by the beneficiaries. Furthermore, the study would assess the students’ capability to

adjust and adapt to the new schedule after certain implication was made through the study. In

addition, the researchers used open-ended survey questionnaires and direct interview method to

gather pieces of data that can be used as a tool on the study.

 CHAPTER II

RESEARCH METHODOLOGY

This chapter contains the distinct elements of the study including; the research design,

which describes and defines the design used; the respondents of the study, which characterizes

the participants of the research paper, the description of the instruments used to gather data, the

process of data gathering procedure and lastly, the relevance of data analysis.

Research Design

The study exploited the descriptive qualitative research design as a method used on the

research paper. The design used helps the researchers on determining the various effects of 7:15

A.M. class to the academic performance of Grade 11 Senior High School students in Baliuag

University.

The main purpose of the descriptive qualitative research design is to answer the 5 W’s

and H questions (What, When, Where, Why, Who and How) related to a particular research

problem (Practical Research 1, pg. 16). Moreover, it is also relevant wherein the information is

required directly from those experiencing the phenomenon under investigation and where time

and sources are limited (Atkinson, Bradshaw & Doody, 2017).

Aside from describing the variables of the research paper, it also allows the researchers to

give their observations about its subjects and behaviours of the participants. At the same time,

descriptive qualitative research design enables the researchers be engaged on the situation of the

occurring phenomenon that made the research problem and made a huge factor to the

experiences of the researchers themselves.

Participants and Sampling Procedure

The number of the respondents that participated to the research study were 10. The

participants were Grade 11 Senior High School students of Baliuag University on the school year

2018-2019.

The students who became the sample of the study were randomly picked from the total

population of 848 students. Sample were from different academic strands which refers to the

ABM (Accountancy, Business, and Management), GAS (General Academic Strand), HUMSS

(Humanities and Social Sciences), and STEM (Science, Technology, Engineering, and

Mathematics) strands. There were 4 respondents from the STEM strand, 3 respondents from the

ABM strand, 2 respondents from GAS, and a respondent from HUMSS strand.

Research Instrument

This study primarily used researcher-made questionnaires and interview method as

instruments in gathering the necessary data. The instruments were structured to have at least

expensive means of data gathering, to have avoidance of personal bias, and to provide less

pressure for immediate response.

The used questionnaire was divided into two sections. Demographic profile was placed in

the first section which asks respondents about some information about themselves which

includes their General Point Average (GPA) to determine the level of how well they perform in

school. The second section contains subjective questions pertaining to the factors that affects the

academic performance particularly about time managing and behavioural aspects.

The questions on the given questionnaires were also asked to the 10 respondents through

a direct interview method to gather serious and validated response from the participants. Through
the interview process, the researchers might follow up some questions for answers which are not

clear came from the respondents.

Data Gathering Procedure

In order for the researchers to get the necessary data needed for the study, certain process

was made before the official interview started. First, the researchers made a permission letter and

submitted it to the office of Baliuag University Senior High School. Then, the researchers made

their instruments, namely the survey questionnaires, wherein it was validated by the two

teachers. Lastly, after the questionnaires were checked and revised, the official interview was

made on Baliuag University Annex III.

Data Analysis

Transcription is one of the process that the researchers used in order to analyse the

collected pieces of information. As cited by Davidson (2009), transcription is also considered to

be a representational process (Bucholtz, 2007). Furthermore, it is a way how a given information

was being interpret by the receiver. In order to present the collected data, the investigators were

transformed the recordings from the direct interview process into contextual presentations as can

be seen on the Chapter III.

Moreover, transcription entails a translation (Slembrouck, 2007) or transformation of

sound/image from recordings to text (Duranti, 2009) which was the researchers used in order to

manage each respondent’s answers from the interview process. By the use of this, researchers

would get the precise response of the participants in order to get more accurate collection of data.
 CHAPTER III

RESULTS AND DISCUSSION

This chapter of the research paper contains the primary data gathered used on the study. It

enables the researchers to derive inferences out of the subjective answers given by the

respondents of the study.

Table 1

Question No. 1: How do you manage your time as a student?

“As a student, I manage my time by setting a goal or

Respondent 1
activities to do on a specific time.”

“I manage my time by accomplishing tasks the same

Respondent 2 day it was given and prioritizing the most urgent and

important thing needed as soon as possible.”

“As a student, I try to plan the activities that I need to

get done the day… the day after so I try to make a

Respondent 3
schedule including the time frame of the… of how I

want my activities to get done.”

“Ahh… mina-manage ko ‘yung time ko by… kung

may gagawing school works, gagawin ko agad pag-

Respondent 4
uwi para ‘yung remaining time pagkatapos no’n

magpapahinga na lang saka magce-cellphone.”

 “By setting my priorities from the most important to

Respondent 5 less important. There were lot of school works to do

but I can say that I can manage it very well.”

“Syempre, mas inuuna ko muna ‘yung mga activities,

assignments, projects about sa pag-aaral then after

Respondent 6
no’n, ‘yon na ‘yung mga hobbies ko, like watching

movies, gan’on.”

“As a student, mas inuuna ko ‘yung mga mas

Respondent 7 mahahalagang bagay katulad ng mga school works,

project, gan’on.”

“As a student, I manage my time properly by doing

Respondent 8
the things according to its importance.”

“I always have a to-do list that I follow in order to

Respondent 9
manage my time effectively.”

“Ahh… syempre ako, inaalam ko muna kung ano

‘yung pinaka-priority ko katulad ngayon kase

Respondent 10 kailangang ibalanse kung ‘yung pagiging estudyante,

member ng dance troupe, syempre pagiging.. ahh...

syempre tayo paggamit din ng internet so kailangan

 ahh… alamin ko kung ano ‘yung pinaka-priority

kong gawin.”

Table 2

Question No. 2: Do you think that having earlier class had to do with your time

management? Why or why not?

“Yes, earlier classes lessen the time of my activities

Respondent 1 or doing my activities especially when it comes to

project or assignments.”

“Uhmm… yes, because I have to accomplish my

Respondent 2 tasks on time so I could sleep early to be able to rise

early for the 7:15 A.M. classes.”

“Yes. I think that earlier classes had to do… had

something to do with my time management because

sometimes whenever I have so much activities to

Respondent 3 accomplish the day before, I tend to not have a proper

sleep so I think that affects my uhmm… that affects

how my brain functions whenever I have classes

after… the day after.”

 “Para sa ‘kin, oo kase karaniwan ‘pag exam

madalas mag-cramming lalo na kung pang-umaga

Respondent 4
kami madalas pa nga kulang sa tulog dahil sa

maagang pasok.”

“Yes, as a student who travels a long time between

school and home, it was part hard for me to manage

my time lalo na malayo ‘yung bahay ko syempre

Respondent 5 ‘yung uwian ko pa medyo male-late ako nang uwi

tapos, imbis na ‘yung pahinga ko napupunta do’n sa

acads kaya, tapos, kasi maaga pa gigising para lang

gumayak kasi sobrang aga pa ng pasok.”

“Yes, because when I can… ‘pag hindi ko natatapos

‘yung mga assignments ko nang gabi, tinutuloy ko

Respondent 6
s’ya nang umaga pero kapag mas maaga ‘yung klase

mas kaunti ‘yung time ko para gumawa.”

“Ahh… oo, kasi malayo ‘yung bahay namin tsaka

Respondent 7 konting oras na lang ‘yung nabibigay ko para sa

sarili ko.”

“Yes, kasi lalo na ako, nasa malayong lugar.

Respondent 8
Nahihirapan akong mag-adjust kasi kailangan talaga
 babiyahe pa kaya kailangan mas maaga pang umalis,

gano’n.”

“Yes, because I have to make adjustments to my

Respondent 9 schedule because I always have to sleep and wake up

early because I live far from school.”

“Uhmm… oo kasi ‘di ba nabago nga ‘yung sched na

naging mas maaga pa so kung dati 5:30 ako

Respondent 10 gumigising ngayon 5 na tapos parang sa ‘ken medyo

mahirap mag-adjust kasi nga parang kulang pa sa

tulog.”

Table 3

Question No. 3: What are your thoughts about changing the class schedule?

“Well, my thoughts in changing the class schedule is

Respondent 1 that students from far places tend to be late on their

morning classes.”

“Uhmm… it’s quite challenging for I use to be late

all the time though I know myself that punctuality is

Respondent 2 an essential thing people needs to practice, the lack of

discipline and procrastination has been a habit of

mine ever since and having a class schedule changed

 into an earlier time makes me push myself harder to

change these bad habits.”

“At... at first, I (was) hesitated about the changes of

the class schedule because I thought that... uhmm...

going home at 5:40 P.M. is too late and that would...

Respondent 3 that would leave me with less... less time to sleep and

to do my activities. But now, I think that I am able to

maximize my learning due to the changes of

schedule.”

“Makabubuti at makatutulong ‘yon para sa ating

mga estudyante kasi para din maiwasang mag-

cramming saka maging sapat na ang tulog. Mas

Respondent 4
marami pang oras para gawin ang dapat gawin at

makapagpapahinga pa ng maayos dahil wala kang

iniisip na sobrang agang klase.”

“I think 7:15 A.M. classes has never been a good idea

not only for the students but also for the teachers

because the class dismiss in 5:40 P.M., so, for me it

Respondent 5 lacks time for us to do academic works kasi ‘di lang

naman talaga estudyante ‘yung naaapektuhan ng

mahabang pasok kundi pati na rin ‘yung mga

teachers kaya kahit minsan ‘yung mga teachers

 tinatamad na rin sila magturo kapag gan’on kaaga

kasi nga sobrang aga talaga parang hindi pa gan’on

ka-ano ‘yung focus nila sa pagturo at ‘yung mga

estudyante nila sa pag-aaral .”

“Okay lang naman ako d’on kasi maaga pa rin

naman ako pumapasok and ‘yung oras nang

Respondent 6
pagpasok ko gano’n pa din tsaka ‘yung oras ng

paggising ko, pareho lang.”

“Mahirap kase mag-a-adjust na naman kase malayo

‘yung bahay namin kaya ano, nag-a-adjust talaga ng

Respondent 7
ano… kasi ‘yung uwian masyadong late tsaka

masyadong maaga ‘yung pasok.”

“Sa una mahirap pero kailangan mag-adjust kasi

Respondent 8 makakatulong din s'ya sa 'tin para sa pagma-manage

ng time.”

“Uhmm… for me, I think they should consider the

Respondent 9 situation of the students because not everyone has the

capability to arrive on school early.”

“Uhmm… okay lang naman s’ya parang na nagiging

Respondent 10
responsable ‘yung mga students pero, at the same
 time, mas tumataas o dumarami ‘yung bilang ng mga

nale-late.”

Table 4

Question No. 4: Do you think that the new schedule made an impact to your academic

perfomance? Why or why not?

“Yes. It has an impact to my academic performance

Respondent 1 in terms of studying and reviewing for some

quizzes.”

“Yes, because I now accomplish school works ahead

of time having more time for me to rest and because

Respondent 2
I’m now well-rested, I could now study better and

have improve grades than before.”

“I do not think the new schedule affects my academic

performance be-... although I can say that it helps me

Respondent 3
learn better because I do not notice any changes in

my GPA.”

“Oo, kasi kulang ‘yung oras mong gawin ‘yung dapat

gawin lalo na kung nagsabay-sabay ‘yung ipapasa

Respondent 4
kinabukasan. At the same time, kailangan mo ring

mag-review for quizzes or exams. Maaaring

 maapektuhan ‘yung magiging results ng test mo lalo

na kung tinatapos mo pa ‘yung kailangang ipasa

kinabukasan kasi pwedeng ‘di ka ga’no makapag-

review o ‘di ka talaga makapag-review dahil sa dami

ng ginagawa mo.”

“I think it somewhat affects my study because

sometimes I felt like I’m losing my focus in learning

and understanding the message due to the lack of

Respondent 5 sleep dahil nga ‘yung dapat na pahinga ko nilalamon

na ng acads na kasi nga dahil nga sa sobrang haba

ng oras dito sa school wala nang natitirang oras sa

akin para magpahinga.”

Respondent 6 “No.”

“Ahh… yes, kasi mas maaga na ‘yung pasok at mas

Respondent 7
mas late na ‘yung uwian .”

“Yes, kase para sa teacher din, ano, mas natuturuan

Respondent 8 tayo nila ng mas mahabang oras tsaka mas madami

tayong natututunan na lessons or advance, gan'on.”

“Yes. It made an impact to my everyday schedule

Respondent 9 because uhmm… ‘yun nga dahil mas maaga na

‘yung naging pasok natin, I have to adjust my

 everyday schedule and ‘yung nakasanayang body

clock.”

“Uhmm… siguro oo, kase minsan ‘di ba 5:40 ‘yung

uwi natin, syempre late na, tapos, may mga bagay

Respondent 10 tayo na kailangang ipasa kinabukasan so, parang sa

‘kin naste-stress ako na parang ‘di ko maiha-handle

‘yung time ko”

Table 5

Question No. 5: Are you in favor of the new schedule implemented? Why or why not?

“No. The new schedule became the cause of…

Respondent 1 uhmm… students for being late especially for the

students who came from really far places like me.”

“Yes, because it pushes the students to eliminate the

Respondent 2 habit of procrastination so that they could rise early

and arrive on time for their early classes.”

“Yes, because I think that leaving less time but ahh...

having more... ahh... what do you call that?... su-...

Respondent 3 subjects to study in a day helps students to learn

better and provides them an opportunity to obtain

more knowledge.”
 “Hindi ako pabor sa new sched natin ngayon kase

kadalasang ginagabi tayo ng uwi lalo na ‘yung mga

malalayo ‘yung bahay, tipong more than 1 hour

Respondent 4 ‘yung biyahe tapos gabi na makakarating sa bahay

then, kinabukasan, morning class pa, at the same

time, may gagawin ka pang school works pag-uwi

konti na lang ‘yung oras para gawin ‘yon.”

“No. I prefer the first semester’s schedule because the

Respondent 5 last schedule gives me more time to do my academic

works and also a time to have enough sleep.”

“Yes. Wala naman kasing negative effects sa ‘kin, sa

sarili ko ‘yung bagong schedule dahil ganu’n pa rin

Respondent 6
naman lahat parang pareho lang naman nu’ng first

sem. tsaka second sem..”

“No, kasi nahihirapan ako sa pagpasok at pag-uwi

Respondent 7 dahil masyadong late ang uwian at masyadong

maaga ang pasok.”

“Uhmm... yes, kase ano eh, 'di ba sa... sa 'tin, 'di ba,

Respondent 8 nauuso 'yung Filipino time so dapat maging ano

tayo... dapat matuto tayong maging disiplinado sa

 mga oras para mai-apply rin natin s'ya for the

future.”

“Honestly, no. Hindi po ako agree, kasi katulad ko…

uhmm… malayo ‘yung bahay ko so I have to sacrifice

kasi gumigising ako nang 4 A.M. kapag may

Respondent 9 morning classes ako kaya parang para sa ‘kin bago

nila i-change ‘yung schedule, i-consider muna nila

kung kaya ba nang lahat ng students na mag-arrive

on time.”

“Ano, (in) favor naman ako kase parang eto ‘yung

nagiging ahh… dahilan para i-ready na rin tayo sa

Respondent 10
college life natin kase ‘di ba sa college pa iba-iba

den ‘yung schedule na binibigay sa ‘tin.”

 CHAPTER IV

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter introduces the summarization of the findings, conclusion of the inferences

and recommendations for further study. The data used for this chapter are based on the

information collected through the method used.

Summary of Findings

Most of the respondents manage their time effectively by setting priorities and

accomplishing tasks or activities according to its relevance and importance. However, when the

new schedule was already implemented, respondents claimed that their time management was

quite ruined because of the difficulty to adjust with the certain changes involving earlier start

time, longer time spent inside the university and later time dismissal. At the same time, it was

concluded that there are also some negative thoughts through the said implementation of the new

schedule because it has a huge impact to their time management. As a result, it also encompasses

with the students’ behavior increasing the number of tardiness most especially for those students

who live far from the school. Henceforth, destructing the students’ time management and

decreasingly transform their behavior were considered as two great factors to decrease a

student’s academic performance. All in all, the effects of the new schedule to the academic

performance of Grade 11 students in Baliuag University has been decreased because students are

having their hard time in adjusting with the new schedule which also results to the loss of focus

due to the changes of their behavior. As a result, all of the respondents tend to prefer the original

schedule as it helps them to learn more which leads to the increasingly developed performance at

school.
Conclusions

Question No. 1: How do you manage your time as a student?

Based on the respondents’ answers, as students, they manage their time with different

strategies so that they can manage their time effectively and wisely. According to R2, R4, R5,

R6, R7, R8, and R10 they manage their time by doing the most important thing needed within a

specific time and by setting their priorities. Moreover, according to R1, R3 and R9, they manage

their time with different ways such as setting a time-frame for activities making to-do lists.

Question No. 2: Do you think that having earlier classes made an impact to your time

management? Why or why not?

Most of the students who participated on the study concluded that they are having a hard

time adjusting to the new schedule implemented by the administration. Moreover, they also

comes up with struggling of adjusting their time-management. Most of the respondents typically

live far from the school including R1, R3, R4, R5, R7, R8, and R9, and it played an important

factor with their time-management to be affected by the new schedule as R5 stated, “Yes, as a

student who travels a long time between school and home, it was part hard for me to manage my

time lalo na malayo ‘yung bahay ko syempre ‘yung uwian ko pa medyo male-late ako nang uwi

tapos imbis na ‘yung pahinga ko, napupunta do’n sa acads kaya, tapos, kasi maaga pa gigising

para lang gumayak kasi sobrang aga pa ng pasok.” Moreover, based on the respondents, the

earlier classes lessen their time for personal matters which is also part of their priorities and time

management. At the same time, it was concluded with lack of time for doing home woks and for

sleep.
Question No. 3: What are your thoughts about changing the class schedule?

Most of the thoughts of the respondents were negative and they believe that 5:40 P.M. is

too late for a dismissal time because they have to wake up early to attend with the earlier 7:15

A.M. class. Out of the ten respondents, seven of them were from far places claiming that they are

having a hard time in adjusting to the said schedule. In addition to, they believed that the new

schedule became a factor for the students be late on arriving at school. Furthermore, it can also

be concluded from the answers of the respondents that the current schedule do not only affect

students but also the teachers because due to the earlier and longer schedule, they become tired

and as for its result, teachers cannot teach effectively because of their loss of energy. On the

other hand, a respondent claimed that cramming would be avoided, students would have enough

time to finish what they have to do, and students would have enough sleep and do not have to

worry to wake up earlier in the morning if the last schedule was maintained.

Question No. 4: Do you think that the new schedule made an impact to your academic

performance? Why or why not?

Nine out of the ten respondents agreed that the new schedule made an impact to their

academic performance. Some of them said that they can now accomplish their school works

ahead of time and can now avoid the habit of procrastination because the new schedule

implemented taught them to avoid their bad practices. Moreover, they also said that teachers can

teach a lot as compared to the original schedule because changes in the class schedule concluded

with more time spent inside the university. With this result, they said that they can totally claim

that there is an increase with the level of their academic performance. Otherwise, most of the

respondents said that they are losing their focus in studying because they need to focus first on

the adjustment of their body clock resulting to the decrease of their academic performance.
Question No. 5: Are you in favor of the new schedule implemented? Why or why not?

Out of the ten respondents, five of them were favor to the new schedule implemented

while the other five respondents were not. It is concluded that some of the respondents were in

for the implementation of the new schedule as it doesn’t have too big effect on their academic

performance. Moreover, they also said that it must be continued for it gives more time for

teachers to teach that will result into more variety of learning. Lastly, as R2 remarked “Because

it pushes the students to eliminate the habit of procrastination so that they could rise early and

arrive on time for their early classes.” On the other hand, half of the respondents were not favor

because of having hard a hard time to adjust together with their time management including the

time of dismissal and start time.

Recommendations

1. Adjust and adapt to the new changes as quickly as possible. The adjustment for the class

schedule must therefore be amended by the current students of Baliuag University,

especially to the Grade 11 students in order to cope up with decreasing academic

performance.

2. Students should take into consideration of the importance and value of prioritizing to

ensure accomplishment of their tasks and activities. Proper time-management and

considering the importance of an activity should be the proper mechanism of the student

for them to avoid missing priorities.

3. Create a positive school environment and a focus on engaging instructions for the

students. The new schedule brought by the institution made a significant change for the

students and must therefore considered as a great way to enhance their cognitive skills.

As a result, the level of their academic performance would be greatly developed.

APPENDICES
 Transcription of the Whole Interview

“Good morning/afternoon, we are the students from

Accountancy, Business, and Management strand,

section 1 and we are here to conduct an interview

about our research study entitled “The Effects of

Interviewer
7:15 A.M. Class to the Academic Performance of

Students in Baliuag University”. Before any

circumstances, may I ask if you do agree to

participate on our study?”

Respondent 1 “I agree.”

Respondent 2 “Yes, I agree.”

Respondent 3 “I agree to participate in your study.”

Respondent 4 “Yes.”

Respondent 5 “Yes. I agree to participate in the study.”

Respondent 6 “I agree.”

Respondent 7 “Yes. I’m agree.”

Respondent 8 “Yes, I agree.”

Respondent 9 “Yes po, I agree.”

Respondent 10 “Opo naman po.”

“So, before we proceed to the questions, may I

Interviewer know your name, age, gender, strand and section

and your GPA in first sem. and this second sem.?”

“So, I’m Kajerr Johnclay Cardona, 16 years old,

male, from Accountancy, Business, and

Respondent 1
Management 1 and my GPA on first sem. is 93 and

93 in second sem..”

“I’m Cielaven Julia H. Escalona. I’m 17 years old.

Female… and I am from ABM-1. My GPA for the

Respondent 2
first sem. is 92 while in the second sem. is wala pa

kasi second sem. is not yet done.”

“I am Alexandra Denise I. Peralta, 17 years old, I

am a female. I came from ABM-1 and my GPA

Respondent 3
and… during the first is 97 as well as during the

second sem.”

“My name is Paola Diane Nepomuceno, from

Respondent 4
GAS-3, 17 years old, female.”

Interviewer “And your GPA first sem. and second sem.?”

(Follow-up)

“First sem. ahh… ano ba? Nine… 91 tapos, second

Respondent 4
sem., second quarter ba?”

Interviewer “3rd quarter.”

(Follow-up)

Respondent 4 “3rd quarter ngayon? Ahh… 93.”

“My name is Eris Jade G. Ramos. I’m 17 years old.

Respondent 5 I’m male. I’m from STEM-5 and my grade from

first sem. is 96 and from second sem. is 96 also.”

“I’m Ayen Krizia S. Bondoc. I’m 16 years old. I’m

Respondent 6 female, STEM-2. My average in first sem. is 96 and

third grading, second sem. (is) 95.”

“My name is Endrea Jonna Mallari, my age is 17

Respondent 7 and I’m from STEM-1. My GPA in first sem. is 91

and in the second sem. is 92.”

“My name is Marie Nicole S. Mimay. I’m 17 years

Respondent 8 old, I’m from STEM-1 and my GPA last sem. is

92.”
 Interviewer “Tapos ngayong 3rd quarter?”

(Follow-up)

Respondent 8 “92.”

“My name is Charlize Cruz. I am 16 years old. I’m

female, I’m from HUMSS-1. My ahh… general

Respondent 9
average from first sem. and second sem. are both

96.”

“Uhmm… My name is Ma. Bernadette M. Labao,

Respondent 10 17 years old, female, from GAS-2. Ta’s GPA ko

nu’ng first sem. is 95.”

Interviewer “3rd quarter?”

(Follow-up)

Respondent 10 “92.”

“So, let’s proceed to the questions. First question,

Interviewer
how do you manage your time as a student?”

“As a student, I manage my time by setting a goal

Respondent 1
or activities to do on a specific time.”
 “I manage my time by accomplishing tasks the

same day it was given and prioritizing the most

Respondent 2
urgent and important thing needed as soon as

possible.”

“As a student, I try to plan the activities that I need

to get done the day… the day after so I try to make

Respondent 3
a schedule including the time frame of the… of

how I want my activities to get done.”

“Ahh… mina-manage ko ‘yung time ko by… kung

may gagawing school works, gagawin ko agad

Respondent 4 pag-uwi para ‘yung remaining time pagkatapos

no’n magpapahinga na lang saka magce-

cellphone.”

“By setting my priorities from the most important

Respondent 5 to less important. There were lot of school works to

do but I can say that I can manage it very well.”

“Syempre, mas inuuna ko muna ‘yung mga

activities, assignments, projects about sa pag-aaral

Respondent 6
then after no’n, ‘yun na ‘yung mga hobbies ko, like

watching movies, gan’on.”

 “So, let’s go (to) something situational. For
Interviewer example, your family has a gathering and you (at

the same time) you have a class. So, what will you
(Follow-up)
choose?”

Respondent 6 “What?”

Interview “What will you choose, gathering or-… family

gathering or your class?”

(Follow-up)

Respondent 6 “It depends on the situation.”

“As a student, mas inuuna ko ‘yung mga mas

Respondent 7 mahahalagang bagay katulad ng mga school

works, project, gan’on.”

“As a student, I manage my time properly by doing

Respondent 8
the things according to its importance.”

“I always have a to-do list that I follow in order to

Respondent 9
manage my time effectively.”

“Ahh… syempre ako, inaalam ko muna kung ano

‘yung pinaka-priority ko katulad ngayon kase

Respondent 10
kailangang ibalanse kung ‘yung pagiging

estudyante, member ng dance troupe, syempre

 pagiging ahh… syempre tayo, paggamit din ng

internet so kailangan ahh… alamin ko kung ano

‘yung pinaka-priority kong gawin.”

“So, you said earlier that you based your time

Interviewer management base on your prioritization. So, what

is your priority, dance troupe or your life here as a

(Follow-up)
student?”

Respondent 10 “Syempre ano… pagiging estudyante.”

“Second question. Do you think that having earlier

Interviewer classes had (something) to do with your time

management? Why or why not?

“Yes, earlier classes lessen the time of my

Respondent 1 activities… or doing my activities especially when

it comes to project or assignments.”

“Uhmm… yes, because I have to accomplish my

Respondent 2 tasks on time so I could sleep early to be able to

rise early for the 7:15 A.M. classes.”

“Yes. I think that earlier classes had to do… had

Respondent 3 something to do with my time management because

sometimes whenever I have so much activities to

 accomplish the day before, I tend to not have

aproper sleep so I think that affects my uhmm…

that affects how my brain functions whenever I

have classes after… the day after.”

“Para sa ‘kin, oo kase karaniwan ‘pag exam

madalas mag-cramming lalo na kung pang-umaga

Respondent 4
kami madalas pa nga kulang sa tulog dahil sa

maagang pasok.”

“Yes, as a student who travels a long time between

school and home, it was part hard for me to manage

my time lalo na malayo ‘yung bahay ko. Syempre

Respondent 5 ‘yung uwian ko pa medyo male-late ako nang uwi

tapos, imbis na ‘yung pahinga ko napupunta du’n

sa acads kaya… tapos, kasi maaga pa gigising para

lang gumayak kasi sobrang aga pa ng pasok.”

“Yes, because when I can… ‘pag hindi ko

natatapos ‘yung mga assignments ko nang gabi,

Respondent 6 tinutuloy ko s’ya nang umaga pero kapag mas

maaga ‘yung klase mas kaunti ‘yung time ko para

gumawa.”
 “Ahh… oo, kasi malayo ‘yung bahay namin tsaka

Respondent 7 konting oras nalang ‘yung nabibigay ko para sa

sarili ko.”

“Yes, kasi lalo na ako, nasa malayong lugar.

Nahihirapan akong mag-adjust kasi kailangan

Respondent 8
talaga babiyahe pa kaya kailangan mas maaga

pang umalis, gano’n.”

“Yes, because I have to make adjustments to my

Respondent 9 schedule because I always have to sleep and wake

up early because I live far from school.”

“Uhmm… oo, kasi ‘di ba nabago nga ‘yung sched

na naging mas maaga pa so, kung dati 5:30 ako

Respondent 10 gumigising ngayon 5 na tapos. Parang sa ‘ken

medyo mahirap mag-adjust kasi nga parang kulang

pa sa tulog.”

“Nakikita mo ba ‘yung 30 minutes na dis-.., 30

Interviewer
minutes na interval do’n na malaki s’ya malaki
(Follow-up)
s’yang kabawasan?”

Respondent 10 “Oo, para sa ‘kin.”

 “Third question, what are your thoughts about
Interviewer
changing the class schedule?”

“Well, my thoughts in changing the class schedule

Respondent 1 is that students from far places tend to be late on

their morning classes.”

“Uhmm… it’s quite challenging for I use to be late

all the time though I know myself that punctuality

is an essential thing people needs to practice, the

Respondent 2 lack of discipline and procrastination has been a

habit of mine ever since and having a class

schedule changed into an earlier time makes me

push myself harder to change these bad habits.”

“At... at first, I (was) hesitated about the changes of

the class schedule because I thought that... uhmm...

going home at 5:40 P.M. is too late and that

Respondent 3 would... that would leave me with less... less time

to sleep and to do my activities. But now, I think

that I am able to maximize my learning due to the

changes of schedule.”
 “So, you said that (you) have a hypothesis that
Interviewer
going home at 5:40 in the eve-, afternoon, uhmm..
(Follow-up)
makes you have less sleep. Did it happen?”

“Yes, I… I think that happened many times

Respondent 3
especially lately.”

“Makabubuti at makatutulong ‘yon para sa ating

mga estudyante kasi para din maiwasang mag-

cramming saka maging sapat na ang tulog, mas

Respondent 4
marami pang oras para gawin ang dapat gawin at

makapagpapahinga pa ng maayos dahil wala kang

iniisip na sobrang agang klase.”

“I think 7:15 A.M. classes has never been a good

idea not only for the students but also for the

teachers because the class dismiss in 5:40 P.M., so

for me it lacks time for us to do academic works

Respondent 5 kasi ‘di lang naman talaga estudyante ‘yung

naaapektuhan ng mahabang pasok kundi pati na

rin ‘yung mga teachers. Kaya, kahit minsan ‘yung

mga teachers tinatamad na rin sila magturo kapag

gan’on kaaga kasi nga sobrang aga talaga parang

 hindi pa gan’on ka-ano ‘yung focus nila sa pagturo

at ‘yung mga estudyante nila sa pag-aaral .”

“Okay lang naman ako d’on kasi maaga pa rin

naman ako pumapasok and ‘yung oras nang

Respondent 6
pagpasok ko ganu’n pa din tsaka ‘yung oras ng

paggising ko, pareho lang.”

“Mahirap kase mag-a-adjust na naman kase

malayo ‘yung bahay namin kaya ano, nag-a-adjust

Respondent 7
talaga ng ano... kasi ‘yung uwian masyadong late

tsaka masyadong maaga ‘yung pasok.”

“Sa una mahirap pero kailangan mag-adjust kasi

Respondent 8 makakatulong din s'ya sa 'tin para sa pagma-

manage ng time.”

“Uhmm… for me, I think they should consider the

Respondent 9 situation of the students because not everyone has

the capability to arrive on school early.”

“Uhmm… okay lang naman s’ya. Parang nagiging

responsable ‘yung mga students pero, at the same

Respondent 10
time, mas tumataas o dumarami ‘yung bilang ng

mga nale-late.”
 “So, do you think that the new schedule made an
Interviewer
impact to your academic performance?”

“Yes. It has an impact to my academic performance

Respondent 1 in terms of studying and reviewing for some

quizzes.”

“In what particular aspect of academic

Interviewer
performance? For example, in (a) quiz, do you
(Follow-up)
make lower scores than the previous schedule?”

Respondent 1 “Yes, of course.”

“Yes, because I now accomplish school works

ahead of time having more time for me to rest and

Respondent 2
because I’m now well-rested, I could now study

better and have improve grades than before.”

“I do not think the new schedule affects my

academic performance be-... although I can say that

Respondent 3
it helps me learn better because I do not notice any

changes in my GPA.”

“Oo, kasi kulang ‘yung oras mong gawin ‘yung

Respondent 4 dapat gawin lalo na kung nagsabay-sabay ‘yung

ipapasa kinabukasan. At the same time, kailangan

 mo ring mag-review for quizzes or exams.

Maaaring maapektuhan ‘yung magiging results ng

test mo lalo na kung tinatapos mo pa ‘yung

kailangang ipasa kinabukasan kasi pwedeng ‘di ka

ga’no makapag-review o ‘di ka talaga makapag-

review dahil sa dami ng ginagawa mo.”

“I think it somewhat affects my study because

sometimes I felt like I’m losing my focus in

learning and understanding the message due to the

Respondent 5 lack of sleep dahil nga ‘yung dapat na pahinga ko

nilalamon na ng acads kasi nga dahil nga sa

sobrang haba ng oras dito sa school wala nang

natitirang oras sa akin para magpahinga.”

“So, let’s go something situtational, kung bibigyan

Interviewer kita ng exam na ite-take mo ng first class mo, ano

‘yung palagay mong mas mataas mo na makukuha,

(Follow-up)
‘yung exam na tineake mo this sem. or last sem.?”

“Siguro, depende sa sitwasyon. Pero kung para sa

’kin ‘yung last sem... pero, pareho naman kasi kung

Respondent 5 mama-manage ko naman ‘yung time ko ng maayos,

nandoon naman kasi ‘yun eh, sa pagma-manage ko

ng time, kahit na sobrang late nakakauwi or

 sobrang aga ng pasok. Depende pa rin sa pagma-

manage ng time.”

Respondent 6 “No.”

“Ahh… yes, kasi mas maaga na ‘yung pasok at

Respondent 7
mas mas late na ‘yung uwian .”

“Yes, kase para sa teacher den, ano, mas

natuturuan tayo nila ng mas mahabang oras tsaka

Respondent 8
mas madami tayong natututunan na lessons or

advance, gan'on.”

“Yes. It made an impact to my everyday schedule

because uhmm… ‘yun nga dahil mas maaga na

Respondent 9 ‘yung naging pasok natin, I have to adjust my

everyday schedule and ‘yung nakasanayang body

clock.”

“So, let’s have a situational (problem). So, for

example, you have an exam on your first period

Interviewer
which is 7:15 A.M. So, can you compare ‘yung
(Follow-up)
scores mo na nakuha nu’ng last sem. na schedule

and ‘yung schedule ngayong mas pinaaga?”

 “Uhmm… Actually gano’n pa rin naman because

uhmm… nagkakatalo lang do’n sa preparedness ko

Respondent 9
rin pero kung… dahil sa oras, wala namang

pinagbago.”

“Uhmm… siguro oo, kase minsan ‘di ba 5:40

‘yung uwi naten, ssyempre late na tapos may mga

Respondent 10 bagay tayo na kailangang ipasa kinabukasan so,

parang sa ‘ken naste-stress ako na parang ‘di ko

maiha-handle ‘yung time ko.”

“So, ano… let's go something situational naman for

example binigyan kita ng test, ng exam… binigyan

kita ng exam nang first sem. at tsaka nu’ng second

Interviewer
sem. ngayon na nabago ‘yung schedule, sa palagay
(Follow-up)
mo ano ‘yung mataas mong makukuhang scores,

‘yung tinake mo ba nu’ng first class nu’ng second

sem. nu’ng last sem. or ngayong second sem.?”

“Base kase ngayong sem. tsaka sa first sem. mas

Respondent 10 mataas ‘yung first sem. ko kaysa sa ngayong

second sem..”

“Last question, are you in favor of the new

Interviewer
schedule implemented? Why or why not?
 “No. The new schedule became the cause of…

Respondent 1 uhmm… students for being late especially for the

students who came from really far places like me.”

“Yes, because it pushes the students to eliminate

Respondent 2 the habit of procrastination so that they could rise

early and arrive on time for their early classes.”

“Yes, because I think that leaving less time but

ahh... having more... ahh... what do you call that?...

Respondent 3 su-... subjects to study in a day helps students to

learn better and provides them an opportunity to

obtain more knowledge.”

“Hindi ako pabor sa new sched natin ngayon kase

kadalasang ginagabi tayo ng uwi lalo na ‘yung

mga malalayo ‘yung bahay, tipong more than 1

Respondent 4 hour ‘yung biyahe tapos gabi na makakarating sa

bahay then kinabukasan morning class pa, at the

same time, may gagawin ka pang school works pag

uwe konti na lang ‘yung oras para gawin ‘yon.”

“No. I prefer the first semester’s schedule because

Respondent 5
the last schedule gives me more time to do my
 academic works and also a time to have enough

sleep.”

“Yes. Wala naman kasing negative effects sa ‘kin,

sa sarili ko ‘yung bagong schedule dahil ganu’n pa

Respondent 6
rin naman lahat parang pareho lang naman nung

first sem. tsaka second sem..”

“So, you are in favor. What if I will ask you if you

Interviewer were, if you were be given a chance to choose from

the original schedule or the new schedule, what will

(Follow-up)
you choose?”

Respondent 6 “The original schedule.”

“No, kasi nahihirapan ako sa pagpasok at pag-uwi

Respondent 7 dahil masyadong late ang uwian at masyadong

maaga ang pasok.”

Respondent 8 “Uhmm…”

Interviewer
“Yes or no?”
(Follow-up)

“Uhmm... yes, kase ano eh, 'di ba sa... sa 'tin, 'di

Respondent 8
ba, nauuso 'yung Filipino time so dapat maging
 ano tayo... dapat matuto tayong maging disiplinado

sa mga oras para mai-apply rin natin s'ya for the

future.”

“So, you are in favor. So, if... I will ask you, what
Interviewer
do you prefer? The new schedule or the original
(Follow-up)
schedule?”

Respondent 8 “The new schedule.”

“Honestly, no. Hindi po ako agree, kasi katulad

ko… uhmm… malayo ‘yung bahay ko so I have to

sacrifice kasi gumigising ako nang 4 A.M. kapag

Respondent 9 may morning classes ako kaya parang para sa ‘kin

bago nila i-change ‘yung schedule, i-consider muna

nila kung kaya ba nang lahat ng students na mag-

arrive on time.”

Interviewer
“Taga-saan po kayo?”
(Follow-up)

Respondent 9 “Angat pa.”

“So, you said earlier that in order to manage your

Interviewer
time, you make to-do lists. So, for every to-do list,
(Follow-up)
can you accomplish it everyday?”
 “Actually no, meron, madalas ‘di ko talaga

natatapos ‘yung to-do lists and nake-carry over na

Respondent 9
lang ‘yung task for the next day pero malaking

tulong pa rin siya para sa priorities.”

“Ano, (in) favor naman ako kase parang eto ‘yung

nagiging… ahh… dahilan para i-ready na rin tayo

Respondent 10
sa college life natin kase ‘di ba sa college pa iba-

iba den ‘yung schedule na binibigay sa ‘tin.”

“But what if I will be given… but if you were be

Interviewer
given a chance to choose from the original schedule
(Follow-up)
or the new schedule, what would you choose?”

Respondent 10 “’Yung original schedule.”

“So, that concludes our interview and we can make

Interviewer sure that what you tell us are strictly confidential.

Thank you!”
JESSICA MERIANNE E. ANGCANAN
Upig, San Ildefonso, Bulacan
Contact No: 0926-5613-126
Email: jessicameriannea@gmail.com

______________________________________________________________________________
EDUCATIONAL BACKGROUND:
Secondary :
Senior High School : Baliuag University
Accountancy, Business and Management
Baliuag, Bulacan
2018-Present
Junior High School : Salapungan National High School
Salapungan, San Rafael, Bulacan
2014-2018

Elementary : Salapungan Elementary School

Salapungan, San Rafael, Bulacan
2008-2014
______________________________________________________________________________

PERSONAL DATA:
Name : Jessica Merianne E. Angcanan
Age : 16 years old
Gender : Female
Present Address : Upig, San Ildefonso, Bulacan
Date of Birth : August 20, 2002
Religion : Roman Catholic
Father’s Name : Jessie C. Angcanan
Mother’s Name : Mary Ann I. Estrada

JESSICA MERIANNE E. ANGCANAN

 JOHN CARLO R. CASTILLO
373 Purok Bagong Silang, Pinagbarilan Baliwag, Bulacan
Contact No: 0906-973-8024
Email: jcrcastillo210@gmail.com

______________________________________________________________________________

EDUCATIONAL BACKGROUND:
Secondary
Senior High School : Baliuag University
Accountancy, Business and Management
Baliuag, Bulacan
2018-Present
Junior High School : Mariano Ponce National High School
Bagong Nayon Baliwag, Bulacan
2014-2018

Elementary : Pinagbarilan Elementary School

Pinagbarilan Baliwag, Bulacan
2008-2014
______________________________________________________________________________
PERSONAL DATA:
Name : John Carlo R. Castillo
Age : 16 years old
Gender : Male
Present Address : Pinagbarilan Baliwag, Bulacan
Date of Birth : February 10, 2003
Religion : Roman Catholic
Father’s Name : Roberto A. Castillo
Mother’s Name : Marilen R. Castillo

JOHN CARLO R. CASTILLO

ALEX ANJHELO C. HERNANDEZ
323 st. Villarama, Marungko, Anggat, Bulacan
Contact No: 0995-118-9421
Email: alex0905299@gmail.com

______________________________________________________________________________
EDUCATIONAL BACKGROUND:

Secondary
Senior High School : Baliuag University
Accountancy, Business and Management
Baliuag, Bulacan
2018-Present
Junior High School : Lourdes College of Bulacan
Veteransville, Angat, Bulacan
2014-2018

Elementary : Lourdes College of Bulacan

Veteransville, Angat, Bulacan
2008-2014
______________________________________________________________________________

PERSONAL DATA:
Name : Alex Anjhelo C. Hernandez
Age : 17 years old
Gender : Male
Present Address : Marungko, Angat, Bulacan
Date of Birth : August 14, 2001
Religion : Roman Catholic
Father’s Name : Alexander C. Hernandez
Mother’s Name : Lorena C. Hernandez

ALEX ANJHELO C. HERNANDEZ

 SHIELA MARIE C. QUITLONG
563 Sitio 4 Bahay Pare Candaba, Pampanga
Contact No: 0915-685-7851
Email: shielaaquitlongg@gmail.com

______________________________________________________________________________
EDUCATIONAL BACKGROUND:

Secondary
Senior High School : Baliuag University
Accountancy, Business and Management
Baliuag, Bulacan
2018-Present
Junior High School : Bahay Pare National High School
Bahay Pare Candaba, Pampanga
2014-2018

Elementary : Bahay Pare Elementary School

Bahay Pare Candaba, Pampanga
2008-2014
______________________________________________________________________________
PERSONAL DATA:
Name : Shiela Marie C. Quitlong
Age : 16 years old
Gender : Female
Present Address : Bahay Pare Candaba, Pampanga
Date of Birth : March 22, 2002
Religion : Born Again, Christian
Father’s Name : Manuel L. Quitlong
Mother’s Name : Jean C. Quitlong

SHIELA MARIE C. QUITLONG

 KYLA MAE C. SALAS
Pasumbalas, San Isidro, San Luis, Pampanga
Contact No: 0949-661-2262
Email: kylamaesalas2001@yahoo.com

______________________________________________________________________________

EDUCATIONAL BACKGROUND:
Secondary
Senior High School : Baliuag University
Accountancy, Business and Management
Baliuag, Bulacan
2018-Present
Junior High School : San Isidro National High School
San Isidro, San Luis, Pampanga
2014-2018

Elementary : Saint Joseph School of Candaba

Tenejero, Candaba, Pampanga
2008-2014
______________________________________________________________________________
PERSONAL DATA:
Name : Kyla Mae C. Salas
Age : 17 years old
Gender : Female
Present Address : Pasumbalas, San Isidro, San Luis, Pampanga
Date of Birth : April 22, 2001
Religion : Roman Catholic
Father’s Name : Cesario G. Salas
Mother’s Name : Arlene C. Salas

KYLA MAE C. SALAS

 SANTOS, RINALYN M.
177 Sitio-1 Bahay Pare, Candaba, Pampanga
Contact No: 0945-506-8730
Email: rinalynsantos75@gmail.com

______________________________________________________________________________

EDUCATIONAL BACKGROUND:
Secondary
Senior High School : Baliuag University
Accountancy, Business, and Management
Baliuag, Bulacan
2018-Present
Junior High School : Bahay Pare National High School
Bahay Pare, Candaba, Pampanga
2014-2018

Elementary : Bahay Pare Elementary School

Bahay Pare, Candaba, Pampanga
2008-2014
______________________________________________________________________________
PERSONAL DATA:
Name : Rinalyn M. Santos
Age : 16 years old
Gender : Female
Present Address : Bahay Pare, Candaba, Pampanga
Date of Birth : June 23, 2002
Religion : Roman Catholic
Father’s Name : Severino R. Santos Jr.
Mother’s Name : Medelina M. Santos

RINALYN M. SANTOS
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