St.

John the Baptist Catholic School

#26 Pinaglabanan St, San Juan City

“Does the early schedule affect a student’s Academic Performance”

By: Richmond N.Bautista &Amanda Sarmiento&Trixie Patricia

San juan City, Philippines

“Affects on Students by Early School Schedules”

By:
Richmond N. Bautista
Trixie Patricia
Amanda Rocio
 San juan City, Philippines

Table of Contents

Thesis Approval Form ----------------------------------------------------------------------------------- i

Tittle Page ----------------------------------------------------------------------------------- ii

Abstract ---------------------------------------------------------------------------------- iii

Dedication Page ----------------------------------------------------------------------------------- iv

Acknowledgment ----------------------------------------------------------------------------------- v

Chapter 1 -----------------------------------------------------------------------------------

Chapter 2 -----------------------------------------------------------------------------------

Chapter 3 -----------------------------------------------------------------------------------

Chapter 4 -----------------------------------------------------------------------------------

Chapter 5 -----------------------------------------------------------------------------------
 Richmond N.B, Amanda S.R, Trixie P

“Does the early schedule affect the Academic Performance of the

Students”

APPROVED BY:

_________________________________

Mr.Mark Angelo T. Roa

Thesis Adviser
 ACKNOWLEDGEMENT

This research would not be possible without the help of Mr. Mark Angelo T. Roa, who guided
them throughout the process.

The researchers would further reach its appreciation to our Lord and Savior GOD, that gave us
the courage, wisdom and confidence that we needed in order to encourage us to keep going.

The researchers also want to thank their colleague for helping them in so many ways than one.

To the researchers Bautista. Richmond N. Jimenrez Patricia and Rocio Amanda Sarmiento, thank
you for the time, efforts and sacrifices. This paper wouldn`t be successful without you all.
 CHAPTER 1
INTRODUCTION

A. Overview of the topic

Teenagers often grumble at early morning wake times, snoozing their way through

breakfast and stumbling off to school. Any parent who has pushed their child to a day filled

with strenuous learning might wonder if their kids can learn anything during those first

morning classes when kids haven’t had time to fully arouse from slumber.

But a new study shows that kids achieve higher scores in subjects like math when taught in

the morning rather than the afternoon. The differential is significant enough to consider

opting for morning classes for specific subjects in hopes of earning better grades and

retaining skills, which would help students with long-term academic success.

In a study published in the March 2016 issue of The Review of Economics and Statistics,

researchers looked at the standardized test scores and grades of nearly two million Los

Angeles-area students in grades 6 through 11. Those with morning math classes got better

grades and did five points better, on average, on standardized tests than those who learned

math in the last two periods of the day.

Students who took English classes in the morning also earned better grades, although their

test scores on the California Standards Test was not significantly different from those in

afternoon classes. The study author, Nolan G. Pope, recommended moving up subjects of

greater importance to earlier in the day in order to take advantage of the apparent benefit.

Pope suggests that the higher grades during morning classes could be due to enhanced

student learning ability, a change in the teachers’ teaching quality throughout the day, or

even differences in the class attendance.

Back in 2011, a study out of New York’s St. Lawrence University found that college

students also performed better in early classes. Having the early morning commitment was

an inducement for students to go to bed earlier and refrain from engaging in social

activities that would otherwise impact their performance and ability to pay attention in

class.

Of course, the link between class schedules and student achievement does vary between

individuals. A critic of the 2011 study told USA Today that some students are more

engaged with study during the day and others at night. And time management, stress

management, good sleep habits, and exercise all contribute to academic performance as

well.
 Recently, there has been a broader movement in schools to start later in the day to give

students more time to sleep. This is based on the argument that kids don’t learn well when

they are still groggy first thing in the morning. While good results from those initiatives

may show differences in averaged learning outcomes, it does not account for changes in

teaching and learning between different times of day, according to Pope.

As these studies show, learning schedules do seem to make a difference for many students

and can contribute to student success. Ideally, students should choose their optimum time

for learning their most challenging subjects. But that’s often not possible at many

elementary and high schools.

If you think your child could benefit from a more flexible school schedule you may want to

consider the online schools that are available. If you’re not familiar with what an online

school day is like for students, take a look at a day in the life of an online student. Many

online schools offer options for scheduling lessons and assignments, so students can study

math or other difficult subjects during the times that work best for their learning needs.

B. Scope and limitations

The topic is intended only to inform on what could and should be done to further more improve

the efficiency of the performance on each student, and to let the people know the consequences
and how this can hinder a student’s academic performance.

The topic however, does not aim to question the principles of the school but to give a sense of

idea on the effects of the early schedule, the research will provide information beneficial to the

readers but not things about how schedule can ruin the relationship of student and teacher in

school.

C. Definition of terms

Sleep deprivation- is the condition of not having enough sleep; it can be either chronic or acute.

A chronic sleep-restricted state can cause fatigue, daytime sleepiness, clumsiness and weight loss

or weight gain. It adversely affects the brain and cognitive function.

Pros and Cons- its advantages and disadvantages, which you consider carefully so that you can

make a sensible decision. They sat for hours debating the pros and cons of setting up their own

firm.
 D. Statement of the problem

Adolescents today face a widespread chronic health problem: sleep deprivation. Although

society often views sleep as a luxury that ambitious or active people cannot afford, research

shows that getting enough sleep is a biological necessity, as important to good health as eating

well or exercising. Teens are among those least likely to get enough sleep; while they need on

average 9 1/4 hours of sleep per night for optimal performance, health and brain development,

teens average fewer than 7 hours per school night by the end of high school, and most report

feeling tired during the day (Wolfson & Carskadon, 1998). The roots of the problem include

poor teen sleep habits that do not allow for enough hours of quality sleep; hectic schedules with

afterschool activities and jobs, homework hours and family obligations; and a clash between

societal demands, such as early school start times , and biological changes that put most teens on

a later sleep-wake clock. As a result, when it is time to wake up for school, the adolescent’s body

says it is still the middle of the night, and he or she has had too little sleep to feel rested and alert.

The consequences of sleep deprivation during the teenage years are particularly serious. Teens

spend a great portion of each day in school; however, they are unable to maximize the learning

opportunities afforded by the education system, since sleep deprivation impairs their ability to be
alert, pay attention, solve problems, cope with stress and retain information. Young people who

do not get enough sleep night after night carry a significant risk for drowsy driving ; emotional

and behavioral problems such as irritability, depression, poor impulse control and violence;

health complaints; tobacco and alcohol use; impaired cognitive function and decision-making;

and lower overall performance in everything from academics to athletics.

Research shows that adolescents require at least as much sleep as they did as children, generally

8 1/2 to 9 1/4 hours each night (Carskadon et al., 1980). Key changes in sleep patterns and needs

during puberty can contribute to excessive sleepiness in adolescents, which can impair daytime

functioning. First, daytime

sleepiness can increase during adolescence, even when teens’ schedules allow for optimal

amounts of sleep (Carskadon, Vieri, & Acebo, 1993). Second, most adolescents undergo a sleep

phase delay, which means a tendency toward later times for both falling asleep and waking up.

Research shows the typical adolescent’s natural time to fall asleep may be 11 pm or later;

because of this change in their internal clocks, teens may feel wide awake at bedtime, even when

they are exhausted (Wolfson & Carskadon, 1998). This leads to sleep deprivation in many teens

who must wake up early for school, and thus do not get the 8 1/2 - 9 1/4 hours of sleep that they

need. It also causes irregular sleep patterns that can hurt the quality of sleep, since the weekend
sleep schedule often ends up being much different from the weekday schedule as teens try to

catch up on lost sleep (Dahl & Carskadon, 1995).

 Chapter II:
RELATED LITERATURE
A.Related Literature

I.

As presented in the research of Shapiro and Williams in the study entitled “The Causal

Effect of the School Day Schedule on the Academic Achievement of Adolescents” various factors

affect a child’s performance in school, of the various factors how a student’s classes are scheduled

thoughout the day more often than not have a meaningful impact on academic performance.

Learning is a complex and cognitively taxing task that depends on a multitude of factors,

including the context of a student’s school and classes. Many recent, often expensive, educational

reform proposals support this idea by focusing on how students learn rather than what they learn.

We look at the context of the school day schedule and find that there may be potential to improve

student performance at relatively low costs by reorganizing the school day. Previous research has

shown the benefits of similar academic contexts such as the impacts of later start time, longer

school days, and longer school years on academic achievement (Carrell et al. 2011, Bellei 2009,

Marcotte 2007, Hansen 2013).

The findings from these studies imply that the way in which the school day or school year

is organized is an important aspect of the education production function. Although the benefits of

alternate school organization have been well established across many disciplines and dimensions

(Boergers et al. 2014, Wahlstrom et al. 2014), school administrators have been hesitant to make

changes.
 Consistent with what is known about adolescents’ internal clocks, we find that students

perform better in afternoon and late-morning classes than they do earlier in the morning.

However,performance in later-period classes is also affected by fatigue from having had a number

of classes earlier in the day. We also find that the negative effects of having a morning class are

strongest for STEM classes and dissipate by afternoon. Additionally, we are able to estimate the

effects of having PE and breaks early in the school day, which both lead to improved academic

performance in subsequent classes. Many of these effects differ across course-type and student

characteristics.

There are two main sleep factors that affect mental performance. The first is the duration;

that is, the number of hours of sleep. Early start times causes students to be sleep deprived.

Severalstudies find an inverse relationship between sleep and academic performance at both the

secondary and post-secondary level (Curcio et al. 2006, Wolfson & Carskadon 1998, Trocket et

al. 2000). Correlational studies comparing sleep-wake patterns and academic outcomes for early

versus late starting schools find that students attending later starting schools self-report more hours

slept, less daytime fatigue, and less depressive feelings (Owens et al. 2010, Boergers et al. 2014).

The second sleep factor is the time of day one is expected to function. Regardless of the duration

ofsleep, there are times of the day when a person is more and less alert, which is related to their

circadian timing (Blake 1967). For adolescents, alertness begins in the late morning, drops off mid-

afternoon, and peaks again in the early evening. The way that classes are currently scheduled may

be forcing students to learn at a time that is asynchronous with their preferred time of day. If

learning of certain subjects is less adversely affected by being done when tired or out of sync with
one’s circadian rhythm than other subjects, then there exists an opportunity to rearrange the class

schedule to improve overall achievement.

A number of studies have explored the role of school start times on academic

achievement.Using student-level data from Clemson University, Dills & Hernandez-Julian (2008)

find that even when controlling for student and course characteristics, students perform better in

classes that meet later in the day. Wahlstrom (2002) examined the effect of the start time change

at Minneapolis Public School district from 7:15 a.m. to 8:40 a.m. She finds that the policy change

had a positive effect on attendance and an insignificant improvement on grades. Hinrichs (2011)

takes advantage of the same policy change, instead comparing the outcomes of students to those

in St. Paul (Minneapolis’ twin city) where start times were not changed. His results suggest no

effect of school start time on academic achievement. Edwards (2012) studied the effect of start

times on middle school students and found that a one hour delay in start times leads to a three

percentile point gain in both math and reading test scores for the average student. Finally, Carrell

et al. (2011) study the role of school start times at USAFA by utilizing two policy changes in the

daily schedule during a three year period. They find that starting the school day 50 minutes later

increases overall academic achievement by about one-tenth of a standard deviation and that

performance throughout the day is affected by early start times.

 In another article written by Diana Zuckerman. Ph. D., of the National Center for Health

Research in Washington (N.D.) entitled Early Morning Classes, Sleepy Students, and Risky

Behaviors, several factors have been presented to show the effects that early class schedules have

on students.

In the 1950′s and 1960′s, most schools started between 8:30-9:00 and many students barely

stayed awake all day. By 2000, many high schools were starting at 7:30 or earlier, and a growing

number of studies showed that these early school schedules can undermine teenagers’ ability to

learn, to drive safely, and to get along with others. They can even increase the likelihood of

smoking, drug abuse, and teen pregnancy.

Some school districts have responded by starting schools a little later, but traditions are

difficult to change and many have been reluctant to have high schools start later in the morning

and end later in the afternoon. How important is it to start high schools closer to 9 am?

Starting at puberty (and as early as ages 8-12), many children’s biological “circadian”

rhythms change. They start staying up later at night and sleeping later in the mornings. These

pubertal changes tend to start earlier for African Americans than for whites, so bedtimes may be a

problem for many middle-school children as well, especially African Americans. There are

individual differences, but most adolescents “naturally” feel awake later at night, making it

difficult to go to sleep before 10 p.m.

 Sleep researchers have found that most adolescents and adults need more than 9 hours of

sleep: we can “get used to” less, and we might think we’re adjusted to less, but our brains and

bodies won’t be doing as well with less sleep. Those of us who routinely get 6 hours of sleep or

less are functioning just like someone who stayed up 48 hours straight after getting 8 hours of sleep

on a regular basis.

Learning. Falling asleep in class makes it impossible to learn, but that is not the biggest

problem for sleepy students. More common, less noticeable, and therefore much more of a

problem is that students who don’t get 8-9 hours of sleep find it more difficult to concentrate in

class and their ability to remember what they read or hear is impaired.

Safety. Sleep deprivation is similar to alcohol in its effect on judgment, reaction time, and

driving skill. And like alcohol, the teen or adult impaired from lack of sleep is unlikely to realize

it. Sleep deprivation is a problem for all drivers, but especially inexperienced ones. Falling asleep

at the wheel can also be fatal for the driver, passengers, and bystanders. Remember, a one-second

delay in pressing the brake while going 60 mph will send your car an additional 88 feet!

Smoking, Drinking, Sex, and Drugs. The same impaired judgment that can cause car

accidents can also result in making bad choices. Teens are easily swayed by peer pressure, and

lack of sleep makes them even less able to “just say no” or think ahead about negative

consequences. This can result in all kinds of problem behaviors. The fact that high schools end

early and many teens are unsupervised from approximately 2:30 until 5:30 p.m. (even later in many
suburbs) also creates the opportunity to make bad choices. Ask your local police department when

teens are getting in trouble and they will inevitably talk about the unsupervised afterschool hours.

Teens use caffeine, nicotine, and other stimulants to stay awake, and the more they use, the

later they stay up and the more tired they are when they have to wake up for school in the morning.

Soft drinks such as Mountain Dew and Surge have even more caffeine than coffee or cola.

Conflicts with Family and Friends. Everyone knows that tired babies are cranky. Research

shows that tired adolescents and adults are also cranky, easily frustrated, and overly emotional.

This can contribute to constant tension between family members.

Obesity. Teens who get less sleep are also more likely to be overweight or obese. When

teens don’t get enough sleep, their bodies go through hormone changes that make them more tired

and hungry. Because they are more tired, they often exercise less and drink more sugar-filled

caffeinated drinks. This starts a vicious cycle of weight gain, which leads to stress, which leads to

sleeping less.

You don’t need to be a research whiz to get the picture: kids need to get up before dawn to

get to school on time. They have trouble paying attention in class and may be short-tempered with

teachers and other students. After school, they may have a job, athletics, or spend time with their

friends. After dinner, they may finally do their homework (they feel awake and productive, but

they unfortunately aren’t, so it takes longer), continue their part-time jobs, or be with their friends.
By 9:00 p.m., when they should be going to sleep to get the 9 hours of sleep they need, they are

wide awake. So they stay up until 10:30 or later (perhaps much later), virtually guaranteeing that

they will be sleep deprived when they get up at dawn the next day.

What if School Started Later?

Researchers wanted to see what would happen if the school day were to begin later. Would

the teens simply stay up and wake up even later than before or would they get more rest and

perform better? Administrators at a small private (mostly boarding) school in Rhode Island were

willing to be part of the experiment and changed the morning start time from 8 a.m. to 8:30 a.m.

What the researchers found was that students began to sleep more, reported feeling tired less often,

were less likely to miss or be late to their first class, and ate more breakfast. In order to compensate

for the later start time, the school cut 5-10 minutes from every class and activity. The change meant

students had slightly less time in the classroom, but the tradeoff was improved attention during the

school day.

Unfortunately, most schools across the country start much earlier than 8:30. This is often

because they need to coordinate bus schedules across a district that has elementary, middle, and

high schools. It is also because many parents and coaches are afraid that afterschool sports and

other programs will run too late or have to be eliminated. One solution is to make the changes to

school start times at a state level in order to coordinate afterschool activities and sports throughout

the state.
 1. Crowley SJ, Acebo C, Carskadon MA. Sleep circadian rhythms and delayed phase in

adolescents. Sleep Medicine. 2007;8:602-612

2. Workshop on the sleep needs, patterns, and difficulties of adolescents. Board on

children youth and families. National Academy of Sciences. 2000.

http://www.nap.edu/openbook.php?record_id=9941&page=16

3. Noland H, Price JF, Dake J, Telljohann SK. Adolescent’s sleep behaviors and

perceptions of sleep. Journal of School Health. 2009;79:224-230

4. Owens JA, Belon K, Moss P. Impact of delaying school start time on adolescent

sleep, mood, and behavior. Journal of the American Medical Association.

2010;164:608-613

Further material published on March 30, 2016 by Kelly Peaton and Denise-Marie Ordway

entitled “Time of day and student productivity in middle school and high school” presented the

following research:

Public school administrators are continually looking for ways to boost student

achievement. In recent decades, some school districts have lengthened school days and others have

experimented with school start and end times to try to improve student learning. In various parts

of the country, high schools have begun implementing later start times, a response to complaints

from parents and educators who say teenagers need more sleep and have trouble getting to class

on time. In late 2014, the American Academy of Pediatrics took a stance on the issue,
recommending that middle schools and high schools start classes at 8:30 a.m. or later to “align

school schedules to the biological sleep rhythms of adolescents.”

Academic scholars have studied the relationship between time of day and student learning

to better understand the opportune time for teaching core subjects such as reading and math or

administering high-stakes standardized tests. A growing body of research examines the issue from

multiple angles. A 2016 study published in PNAS, for example, suggests that students aged 8 to

15 years are more likely to do better on standardized exams in the morning because, over the course

of a school day, children may experience cognitive fatigue. Meanwhile, a 2011 study led by

scholars at the University of California, Davis indicates that college freshmen’s grades tend to be

lower when they study certain subjects — chemistry and computer science, for instance — very

early in the morning.

A 2016 study published in The Review of Economics and Statistics sought to determine

whether scheduling math and English courses at the beginning of the day or at the end of

the day would result in higher grades and test scores for adolescents. For the study, “How

the Time of Day Affects Productivity: Evidence from School Schedules,” Nolan G. Pope

of the University of Chicago analyzed the grade-point averages and standardized test scores

of nearly 2 million students enrolled in grades 6 through 11 in the Los Angeles Unified

School District. He examined data collected between 2003 and 2009, including scores from

the math and English sections of the annual California Standards Test (CST). For the

middle school students and high school students in the study sample, the school day

typically started around 8 a.m. and ended around 3:10 p.m.

 The study’s key findings include:

Students who had a math class during the first two periods of the school day earned

higher scores on the CST math section than students who had math class during the last two periods

of the day. The average math CST score of students who had math during periods 1 and 2 was

309.8. The average score of students who had math during periods 5 and 6 was 304.5. Students

who had math class early in the day also had slightly higher grades in their math courses.

Students who had English during first or second period had slightly higher grades in the

subject than students who had English class late in the day. There was no significant difference in

English CST scores.

Advanced Placement (AP) courses — advanced-level courses that high school students

can take for college credit — were almost three times more likely to be scheduled during the first

or second period of the school day than during the last two periods of the day.

This study suggests that students tend to be more productive in the morning than they are

in the afternoon, especially in math. While the author cannot say for certain why, he identifies

three possible causes or contributing factors: changes in the quality of instruction over the course

of the school day, changes in students’ learning ability during the school day and differences in

student attendance at the start and end of the school day. The author states that “rearranging school

schedules can lead to increased academic performance,” but notes there are constraints to how

much school administrators can alter those schedules. One constraint is the supply of teachers at a

given school who teach a particular subject.

 Related research: A 2015 study published in Learning, Media and Technology,

“Synchronizing Education to Adolescent Biology: ‘Let Teens Sleep, Start School Later,’”

examines the consequences of an early school start time. A 2011 study in the American Economic

Journal: Economic Policy, “A’s from Zzzz’s? The Causal Effect of School Start Time on the

Academic Achievement of Adolescents,” looks at how starting the school day later influenced

academic achievement among U.S. Air Force Academy students. A 2006 study in the Review of

Educational Research, “An Analysis of Research on Block Scheduling,” offers a review of 58

empirical studies on high school block schedules, including their effect on student performance.

For purposes of this research there would be volumes of information to present, the details below

offer additional input for the following research:

Impact of Starting School Later

Below are peer-reviewed and other major studies showing:

(1) Health, safety, learning, equity, and/or economic benefits of delaying bell times and/or

Impact of delaying bell times on daycare, traffic patterns, jobs, extracurriculars, student

sleep patterns, and other concerns

 (2) List of studies about the impact of school start times on students from disadvantaged

backgrounds:

Marco Hafner, Martin Stepanek, Wendy M. Troxel. Later School Start Times in the U.S.: An

Economic Analysis. RAND Corporation. August 2017.

Maryland Department of Health and Mental Hygiene. Study of Safe and Healthy School Hours for

Maryland Public Schools. December 22, 2014.

The Children’s National Medical Center’s Blueprint for Change Team. School Start Time Change:

An In-Depth Examination of School Districts in the United States. April 2014.

Kyla L. Wahlstrom. Examining the Impact of Later High School Start Times on the Health and

Academic Performance of High School Students: A Multi-Site Study. February 2014.

Paul Kelley and Clark Lee. Later School Start Times in Adolescence: Time for Change. Education

Commission of the United States. 2014.

Impact of School Start Time on Student Learning. Hanover Research. February 2013.

Brian A. Jacob and Jonah E. Rockoff. Organizing Schools to Improve Student Achievement:

StartTimes, Grade Configurations, and Teacher Assignments. September 2011.

Scott E. Carrell et al. A's from Zzzz's? The Causal Effect of School Start Time on the Academic

Achievement of Adolescents. American Economic Journal: Economic Policy 3 (August 2011):

62–81.

Finley Edwards. Early to Rise? The Effect of Daily Start Times on Academic Performance.

Economics of Education Review, Volume 31, Issue 6 (December), 2012, pp 970-983.

Vorona R. D., Szklo-Coxe, M., Wu, A., Dubik, M., Zhao, Y., & Ware, J. C. (2011). Dissimilar

teen crash rates in two neighboring southeastern Virginia cities with different high school start

times. Journal of Clinical Sleep Medicine, 7(2), 145-51.

Owens, J. A., Belon, K., & Moss, P. (2010). Impact of delaying school start time on adolescent

sleep, mood, and behavior. Archives of Pediatrics & Adolescent Medicine, 164(7), 608-14.

Danner, F., & Phillips, B. (2008). Adolescent sleep, school start times, and teen motor vehicle

crashes. Journal of Clinical Sleep Medicine, 4(6), 536-7.

II.

Should school start later?

In October 2014, the American Academy of Pediatrics (AAP) issued a policy statement

suggesting that school districts consider starting school after 8:30am. Currently, some schools
start as early as 7am. With the option of a 0 period, or an optional class before 1st period, it can

be even earlier. One reason for this schedule is a consideration for parents’ work schedules,

making it easy for parents to drive their kids to school. Many argue, however, that teenagers and

adults do not function on the same sleep schedule. They say that students can find other ways to

get to school: a small price to pay for getting enough sleep.

The proposal to push back when first period begins comes from concerns that starting

school too early negatively affects teenagers. Studies have shown that middle and high school

students with adequate amounts of sleep, 8-10 hours, have better test scores. This subject has

been debated heavily since schools began starting earlier and earlier.

The AAP study found that most teenagers need sufficient sleep to cope with busy lives

filled with school, sports, and extracurricular activities. According to this research, the ideal

amount of sleep for the average teenager falls between 8.5 and 9.5 hours a night, and teenagers

who receive adequate sleep benefit from better physical and mental health, safety, and academic

performance. It also revealed that puberty causes a “phase delay” in teenagers, which shifts the

time that teenagers fall asleep back by two hours. Because of this, the average teenager is

expected to fall asleep after 11pm and wake up around 8am.

 When students do not get enough hours of sleep due to the phase delay and waking up

early, it can have a long term impact on students’ health. A National Sleep Foundation poll

reported that 28 percent of teenagers have fallen asleep in class at least once due to lack of sleep.

Negative effects of sleep loss include impairments in mood, attention, memory, behavior and

executive function. In addition, a lack of sleep may lead to an increase in caffeine use to counter

the effects of drowsiness. Finally, this study found that sleep-deprived teens are at a higher risk

of car accidents.

Many researchers agree that starting the school day later might be beneficial to young

people. Lawrence Epstein, a medical director of Sleep Health Centers in Brighton, Massachusetts

and an instructor of medicine at Harvard Medical School, believes that “adequate sleep is

essential to feeling awake and alert, maintaining good health, and working at peak performance.”

Starting later can allow youth to get the necessary amount of sleep, which is due to the natural

late-to-bed and late-to-rise biology of teenagers. According to the American Academy of Sleep

Medicine, “Students with symptoms of sleep disorders are more likely to receive poor grades in

classes such as math, reading and writing than peers without symptoms of sleep disorders.”

Getting enough sleep might lead to a decreased risk of car accidents, less depression and obesity,

the prevention of illnesses like colds and flus that adversely affect academic performance, and

generally improved mental ability. Although students can get more sleep by simply going to bed

earlier, many need this time to finish homework. With a later school start time, students can have

both: adequate time to prepare for the next day and a sufficient amount of sleep.
 On the other hand, there are some disadvantages to a later school day. Schools starting

later would require schools to also end later. This would cut into extracurricular activities and

sports that are an important part of many teens’ lives. Balancing practices and games with

homework might become a lot harder to juggle. Many teens also have to work after school to

support their families, which would become very difficult with the later school times. In

addition, many teenagers might go to sleep later at night if they don’t have to get up as early,

which would negate the value of the later school start time. Some argue that early school start

times are beneficial because they prepare young people to get up early, like they will have to do

in the work force. Another argument against a later school time states that it is an inconvenience

for families since many parents take kids to school on their way to work. According to NPR’s

program All Things Considered, almost 50 percent of Americans kids walked or biked to school

in 1969 but today the figure is only 13 percent. This data would imply that more parents might

need school start times to align with their work schedules in order to transport their children to

and from school.

 CHAPTER III

RESEARCH METHODOLOGY

Research Design:

The design that the researchers used is descriptive. In descriptive research, the

respondents will be able to understand fully the sole purpose of the research, and how it will

affect them, while the overall research is going to be used to see the capability of the

respondent’s comprehension to the topic.

Population and Sampling Design:

The study will use the combined population of the Grade 9 and Grade 7 students

of St. John the Baptist Catholic School. After the respondents have answered the surveys and

questionnaires handed out to them, the researchers will now use graphs to process and deliberate

the output.

SECTIONS NUMBER OF RESPONDENT

Gr-7 St.Mathias 25

Gr-9 St.Matthew 25

Total: 50
 Research Locale

The study was conducted in St. John the Baptist Catholic School, formerly Holy

Child Parochial School (1963-2005) is an institution owned and administered by the

Archdiocese of Manila, under the Manila Archdiocesan and Parochial Schools Association

System, run by the St. John the Baptist Parish, the parish priest and the school director.

In the municipality of San Juan in the Archdiocese of Manila under the Parish of St. John the

Baptist, Pinaglabanan, San Juan, Metro Manila a kindergarten class was started by Fr. Stephen

Cebreros, OP, SJ within the Augustinian Sisters compound along Santolan Rd, SJ. With the

opening of the first grade class in July 1963, Mother General Evangelista de San Agustine, OSA

was able to seek government recognition for their school, Jesus of Prague Kindergarten School

and asked the permission of Cardinal Rufino Santos to open the school. The Cardinal responded

that he would only approve the opening of a Catholic school if it was to be in the premises of the

parish and managed by the sisters, and the parish priest was to be Honorary Director of the

school.

In 1973 the Articles of Incorporation of the Holy Child Parochial School of San Juan,

Rizal Inc. came out as a duly registered incorporation under the (SEC).

In 1976 the HCPS became a member of MAPSA and CEAP, under the leadership of

Msgr. Protacio Gungon.

In 1979, Msgr. Alfredo Rodriguez was appointed by Jaime Cardinal L. Sin as parish

priest and school director of HCPS, where he remained for almost 21 years. During his
incumbency the school outreach programs were initiated and a four-story school building

constructed.

In October 1, 2002, Fr. Francisco M. Ungria, Jr. was appointed parish priest and school

director. His responsibilities included the academic and financial running of the school. He was

responsible for renovating the school, and the construction of the high school building in the

vicinity. The school changed its name from Holy Child Parochial School to St. John the Baptist

Catholic School, Inc. at the start of school year 2004-2005. He appointed Fr. Nolan Que, Ph.D.

as Principal of the school. On September 26, 2005 the change of name was approved by the

Securities and Exchange Commission.

Xavier School, which is also in San Juan, signs a MOA with St. John the Baptist Catholic

School.

In June 2011, there was a turn-over of Principalship from Rev. Fr. Nolan A. Que, Ph.D to

Rev. Fr. Adolfo T. Paroni, Jr. On March 28, 2014, the graduation of the Senior batch 2014, Fr.

Frank ceased to be the school director pursuant to the decision of Luis Antonio G. Cardinal

Tagle D.D. that a priest should only have one ministry, continuing to be the Parish Priest of St.

John the Baptist Parish. In response to the needs of the times and in consonance with the RCAM-

ES Program, schools are clustered into groups. At present, Saint John the Baptist Catholic

School belongs to cluster 7 under the directorship of Rev. Fr. Maxell Lowell C. Aranilla, Ph.D.

with Rev. Fr. Rany P. Geraldino as the Assistant Director and Mr. Noel F. Noble, Ph.D. as the

Principal respectively. The cluster includes six other schools namely: Our Lady of Guadalupe
Minor Seminary, Paco Catholic School, St. Pius X Parochial School, St. Joseph's School –

Pandacan, Guadalupe Catholic School and San Isidro Catholic School.

In 2015, SJBCS started to adapt the Genyo e-Learning for the SY 2015-2016.

In school year 2016-2017, there was a turnover of principalship from Mr. Noel F. Noble

to Ms. Tanya P. Namit. And another turnover to Mr. Gilbert D. Gayob.

Research Instrument/Tool:

Part questionnaire and part survey was used as the medium of research so that the

repondents can answer the said topic: Does the early schedule of classes affect the students

academic perfromance?

Listed below are the questions that were distributed to the selected respondents:

1. Do you like waking up on a school day?

2. Have you been sleepy in class?

3. Is your house far from school?

4. Does waking up early enhance your academic performance?

5. Why is a later start time important to students?

6. Are you having trouble catching up with the lessons?

7. Are you pressured with the school’s early schedule?

8. why do u think classes shouldn't start at 7 and why?

 CHAPTER IV

SUMMARY, FINDINGS AND CONCLUSION

SUMMARY

The aim of this research was to prove that the early start of school definitely has

an impact on a student’s academic performance. The overall research question being, “Does the

early class schedule affect the academic performance of students?”

Based on the data gathered from the surveys given, most of them stated that they needed

more time to prepare for school. In addition students come early yet dismissal is late, the result

students arrive home late, moreso if they are a distance away from the school. This is not the

end, when they arrive home, there is more often than not homework and other performance tasks

that need to completed.

The purpose of this chapter is for the researchers to become the voice of the

student body by relaying the outcome of the questions posed to our participants. What runs

through our minds when we arrive late in school, and why do teachers never seem to understand

the fact that students cannot always cope-up with the expectations and requirements they want us

to fulfill.
 There are also instances when students feel inferior because when entering a class

late, the attention is focused on these students, there are times as well when a teacher scolds

students who are late.

FINDINGS

Total percentage of in favor and not

GR.7-ST.MATHIAS 69

37

GR.9-ST.MATTHEW 62

42

0 10 20 30 40 50 60 70 80 90 100

Neutral Infavor Not infavor

The chart describes that there are more in favor of the overall percentage of the topic than

those who says otherwise, the total number of in favor in Gr.7 is a little higher than Gr.9, we

deduced that the reason for this is that the lower grade has not yet been accustomed to waking up

early than the higher grade, but only a small percentage of the respondents are either not or in

favor on the topic, even that there are few a lot of not in favor on the topic, there are still a large

percentage of who says the opposite. Although a large deal of the respondent totally agrees there

are a meager percent that are neutral, showing that not all the respondent has the same subject.
This part of the research will purely show that if indeed the fact that the schedule affects the

student’s performance or not, will depend if the data staggers from in favor or not in favor.

Thing that affects them

Makes them to be active

Makes them focus on school

Refreshes their mental state

Makes them used to waking up early

0 10 20 30 40 50 60 70

Disagree Agree

This graph shows that most of the students strongly disagrees with their mental state being

refreshed. Given the situations, it makes them more used to waking up early that will be useful in

their upcoming years to adulthood. Being active in class is also one of the reasons why students

are having trouble in class, it makes them less focus.

Null Hypothesis

Although the student’s academic performance are being affected in a big way, some of the

students are not affected. We concluded that some students are actually being improved with the

early schedule, because it makes them more independent and makes them used
to waking up early, in that couple of respondent they said that the schedule is just right for them.

Yah waking up early is a tiresome thing to do but at least they get to improve themselves.
Conclusion

The pressure that the schedule inflicts on the student’s shows that there are some significant

changes or differences that are going through a student’s life style. Whether the difference is

opaque or not, we can definitely say that those changes are either negative or positive, as show in

all the data we have gathered, some of them are a hindrance to their overall performance in not

just academic performance, but also their daily routine. But in the perspective of those who are

more diligent than others, they see it as a way to keep on moving and be active at all times, even

if the situation is more-simple than it may seem to be.

It depends on the way the student’s look at it, because some of the times there are students that

are either really affected or not, due to their way of thinking in the overall situation.
CHAPTER V

BIBLIOGRAPHY

Learning Liftoff (January 17 2017) How Class Schedules Impact Student Success

https://www.learningliftoff.com/how-class-schedules-impact-student-
success/#.WhPpVNKWbIU

National Sleep Foundation (1980)

https://sleepfoundation.org/sleep-news/backgrounder-later-school-start-times

California Academy of Sciences (SEPTEMBER 2, 2016) Should school start later?

https://ww2.kqed.org/education/2016/09/02/should-schools-start-later-to-improve-
academic-performance-2/