OPTIMAL CONDITION: DAYPARTING AND ACADEMIC PRODUCTIVITY
AMONG LICEO STUDENTS
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A Research Proposal
Presented to
The Faculty of Liceo de La Salle - Bacolod
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In Partial Fulfillment
of the Requirements for
Practical Research 1
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Buensuceso, Khiziah Pauline B.
Dela Gracia Joeylla Gwenyl K.
Fernando, Kaye P.
Gonzales, Jamaica G.
Paje, Therese Dominic B.
Refugio, Ej Caelyn Denise G.
INTRODUCTION
It was on March 11, 2020, when the World Health Organization (WHO) declared
Covid-19 as a worldwide pandemic. As a result, 87% of the world's student population has
been affected by school closures, and face-to-face teaching and assessment shifted to an
online format (Education: From School Closure to Recovery, 2022). Due to this, there have
been changes on the level of student productivity due to the body's circadian rhythm, which
causes different levels of productivity at different times of day. According to an article by
(Emily Paladino, 2021) students have expressed a significant decline in productivity during
an online school day as a result of staring at a computer screen for several hours. There
have been many attempts to assess the way in which the performance of children and
adolescents varies across the day, with a decidedly mixed pattern of results (e.g., Dunn,
Dunn, Primavera, Sinatra, & Virostko, 1987; Klein, 2001; Morton & Kershner, 1985).
However, none of these studies systematically assessed the performance of children or
young adolescents as a function of their individual Morningness or Eveningness preference
and the time at which testing occurred.
Hyflex and full online are two available learning modalities at Liceo De La Salle.
A Senior High School student will take a total of 31 subjects for 80 hours each, totaling
2,480 hours over the course of two years (University of St. La Salle, n.d.). Classes may
begin as early as 7:30 am and end as late as 5:30 pm. A senior high school student will
have a total of 31 eighty-hour topics, one for each Track or Strand. Articles in the popular
press suggest that the school day starts too early for adolescents. Such assertions are
supported by little scientific evidence, which often downplays the possible significance of
the synchronization between a person's preferred time of day (also known as "chronotype")
and the time at which they occur (Hahn et al., 2007)
Academic performance, the measurement of student achievement across various
academic subjects. Teachers and education officials typically measure achievement using
classroom performance, graduation rates and results from standardized, (Academic
Performance, n.d.). Optimal condition, the best or most desirable circumstances that affects
the way in which people live or work, especially with regard to their safety or well-being.
To better understand the ideal time for teaching fundamental courses like reading
and math or giving high-stakes standardized tests, academic researchers have investigated
the relationship between time of day and student learning. According to this study, students
are generally more productive in the morning than in the afternoon, particularly in math.
In America, high schools have started implementing later start hours around the nation in
response to concerns from parents and educators who claim that students struggle to get to
class on time and require more sleep. In STEM 11- I of Liceo, batch 2022- 2023 alone the
schedule of General Mathematics is at 2:30 - 3: 30 and for Pre- Calculus is at 9:30 to 10:30.
This may or may not affect the student's productivity especially in their core subjects.
With these, the researchers will conduct a study to determine the dayparting and
academic productivity of STEM students of LICEO de La Salle in an optimal condition,
for there are relatively few and outdated studies that have been conducted in this area and
none in LICEO. Respondents will be randomly selected from different clusters of STEM
at Liceo de la Salle. An online questionnaire will be sent to the respondents and contain a
demographic profile section and a 10-item test that could determine when they are most
productive. Findings of the study are deemed beneficial to the students, teachers, and
school in seeing the optimal condition that may also help teachers identify where students
are most productive to adjust or create necessary programs and interventions in line with
the goal to improve students' academic performance.
Statement of the Problem
This study aims to investigate the relationship between different dayparts with
students' academic productivity.
Specifically, this will seek to answer the following questions:
1.
What is the level of productivity of the respondents in terms of the following
dayparts:
a. Morning
b. Noon
c. Night
d. Midnight
2.
Is there a significant difference in the level of productivity of the respondents in
different dayparts?
REFERENCES
Education: from school closure to recovery. (2022, November 8). UNESCO.
https://www.unesco.org/en/covid-19/education-response
CDC Museum COVID-19 Timeline. (2022, August 16). Centers for Disease Control and
Prevention. https://www.cdc.gov/museum/timeline/covid19.html
Paladino, E. (n.d.). How Online Learning Impacts Student Productivity. Horizon.
https://lhshorizon.com/6712/opinions/how-online-learning-impacts-student-produ
ctivity/
Center for Marketing and Communications. (n.d.). University of St. La Salle.
https://usls.edu.ph/overviews/page/Freshmen
Peaton, K. (2022, June 10). Time of day and student productivity in middle school and
high school. The Journalist’s Resource.
https://journalistsresource.org/education/time-day-school-schedule-productive/
Hahn, C. S., Hasher, L., Wiprzycka, U. J., & Zelazo, P. D. (2007). Time of day,
intellectual performance, and behavioral problems in Morning versus Evening
type adolescents: Is there a synchrony effect? Personality and Individual
Differences, 42(3), 431–440. https://doi.org/10.1016/j.paid.2006.07.008
Darling-Aduana, J. (2019). Behavioral Engagement Shifts Among At-Risk High School
Students Enrolled in Online Courses. AERA Open, 5(4), 233285841988773.
https://doi.org/10.1177/2332858419887736
Pope, N. G. (2016). How the Time of Day Affects Productivity: Evidence from School
Schedules. Review of Economics and Statistics, 98(1), 1–11.
https://doi.org/10.1162/rest_a_00525
Dunn, Dunn, Primavera, Sinatra, & Virostko, 1987; Klein, 2001; Morton & Kershner,
1985 (n.d.-b). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1761650/