Chapter I

INTRODUCTION TO THE STUDY

This chapter contains five parts: (1) Background

and Theoretical Framework of the Study, (2) Statement

Problem and Hypotheses, (3) Significance of the Study,

(4) Definition of Terms and (5) Delimitation of the

study.

Part one, Background and Theoretical Framework of

the Study, presents the reasons why the researchers

decided to conduct the study and shows the theoretical

framework to support the reason for investigation.

Part two, Statement of the Problem and the

Hypotheses of the Study, states the main and specific

objectives think about in the study and the hypotheses to

be tested.

Part three, Significance of the Study, identifies

the possible beneficiaries of the study and discusses the

benefits each beneficiary could get from the study.

Part four, Definition of Terms, introduces the

Conceptual and operational definition of terms to be used

in the study.

Part five, Delimitation of the Study, sets the

limits, Scope Or boundaries of the study.

Background and Theoretical Framework of the Study

Class duration refers to the period during which

students engage in learning, participate, and interact

with teachers and peers. This duration is essential for

students’ ability to absorb concepts, ideas, and

information, significantly impacting their academic

achievement. Academic achievement, often measured through

grades and test scores, serves as an indicator of a

student’s performance in school. Recently, the

traditional one-hour class duration has been reduced to

45 minutes for junior high students. This change has

sparked considerable debate among teachers, parents, and

policymakers who question whether this shorter duration

is adequate for students to achieve satisfactory academic

outcomes. Therefore, this research aims to explore the

relationship between class duration and students’

academic achievement, examining whether a 45-minute class

period is sufficient to support effective learning and

retention.

This study is anchored in the Time on Task theory,

which posits that the amount of time an individual

devotes to an instructional task determines the extent of

learning. Consequently, time off-task hampers learning by

limiting opportunities for engagement

(https://doi.org/10.1080/01443410.2021.1894324.,retrieved

from 05/06/2024.

Additionally, a study conducted by D.E. Ukpong and

I.N. George found a significant correlation between study

time and academic achievement among Social Studies

students at the University of Uyo. Their research,

published in International Education Studies (2013),

revealed that students who engage in longer study

sessions tend to outperform their peers who study for

shorter periods.

Moreover, in a study by Schultz and Sharp comparing

student performance and attendance in classes of

different durations (50 minutes vs. 75 minutes), results

showed no significant difference in average performance

and attendance between the two class periods. Despite

nearly 30 points of improvement in pre-test and post-test

scores, these changes could not be definitively

attributed to the difference in class duration. The

average attendance in both classes was approximately 75%,

with performance ranging from high C to low B.

The impact of class duration on student achievement

appears to be complex, with no definitive answers. A

major theme across many studies is that the amount of

instructional time is not as important as how that time

is spent. In their revised introduction to Prisoners of

Time (National Education Commission on Time and Learning,

2005), Goldberg and Cross state, "We call not only for

more learning time but for all time to be used in new and

better ways" (p. 2). Another theme is that more time

alone is not a silver bullet; extended learning time must

be accompanied by other practices, many of which are

complex to implement (Pennington, 2006). However, when

supported by research-based educational practices,

extended learning time can be effectively used as a

strategy for improving the performance and learning of

disadvantaged and minority students (Joyner, Molina, &

Concepcion, 2012).

According to Abdulramin (2023), there is a

significant positive correlation between students’

perception levels and their learning retention spans,

indicated by a p-value below 0.05. This suggests that the

duration of class time, specifically a one-hour weekly

session per subject, influences the learning retention

span of senior high school (SHS) students. The study

found that as the class time allocated to each

subject decreases, students’ learning retention span also

decreases. Conversely, increasing class time results in

an increase in students’ learning retention spans.

 This study is anchored in the Time on Task theory,

which underscores the importance of study time as a

crucial factor for predicting and controlling learning

outcomes. This theory helps explain how the amount of

time students dedicate to their tasks affects their

academic performance. The researchers aim to raise

awareness of the significance of the 45-minute class

duration on student achievement and determine whether

this shorter duration impacts students’ academic

performance.

The figure 1 below shows the variable relationship

in the study.

Antecedent Independent Dependent

Variable Variable Variable

Section: 45-Minute Students’

Ste Class Academic
Duration Achievement
Amethyst
Diamond
Emerald
Jade
Onyx
Pearl
Ruby
Sapphire
Statement of the Problem and Hypotheses

This study aims to determine the relationship

between the perceived 45-minute class duration and grade

10 students’ academic achievement in Jamindan National

High School, Jamindan, Capiz during the school year 2024-

2025

Specifically, it seeks to find answers to the

following questions:

1. What is the level of perceived 45-minute class

duration of Grade 10 Students as an entire group and when

grouped in terms of section?

2. What is the level of academic achievement of

Grade 10 Students as an entire group and when grouped in

terms of section?

3. Is there a significant difference in the level of

perceived 45-minute class duration of Grade 10 Students

in terms of section?

4. Is there a significant difference on the academic

achievement of Grade 10 Students in terms of section?

5. Is there a significant relationship between the

perceived 45-minute class duration and students’ academic

achievement?
 Based on the preceding problems, the following

hypothesis will be tested:

1. There is no significant difference in the

perceived 45-minute class duration of Grade 10 Students

in terms of section.

2. There is no significant difference on the

academic achievement in terms of section.

3. There is no significant relationship between the

perceived 45-minute class duration and academic

achievement of Grade 10 Students.

Significance of the Study

This study will be conducted to provide

significance to the following namely: students, teachers,

parents, school administrators and future researchers.

Students. The students will gain abundant

information in this study that will clarify them on how

the 45-minute class duration affects their academic

achievement. Moreover, it will make them more

knowledgeable to why does class duration is crucial a

thing to be considered.

Teachers. Teachers will benefit from this study

since it will provide them information’s which tells them

how 45-minute class duration affects students’ academic

performance. In addition, it will give them ideas and

ways how to manage the 45-minute class duration to

enhance their students’ academic achievement.

Parents. Parents will gain valuable insights into

how their children’s academic achievement is influenced

by the 45-minute class duration. This knowledge will

enable them to provide effective guidance on how to

optimize their children’s time utilization in school.

School Administrator. Through this study, School

administrators will be able to create solutions and

programs on how to address the 45-minute class duration

to enhance students’ academic achievement.

Future Researcher. This study will serve as a guide

or basis for the future researchers who want to make a

study in relation to this research.

Definition of Terms

The terms in this study are conceptually and

operationally define for clearer understanding of the

concepts.

Academic achievement is the extent to which a

student or institution has achieved either short or long-

term educational goals. Achievement may be measured

through students’ grade point average, whereas for

institutions, achievement may be measured through

graduation rates. ( https://tophat.com/)

 In this study ‘‘academic achievement’’ specifically

refers to the 1st quarter average grades achieved by the

Grade 10 students interpreted as outstanding (90-100),

very satisfactory (85-89), satisfactory (80-84),

satisfactory (75-79), did not meet the expectation

( below 75).

Class duration refers to the length of time that a

class or instructional session lasts. It is a measure of

the time allocated for teaching and learning activities

within a specific class period. (https://typeset.io/)

In this study ‘‘class duration’’ refers to the 45-

minute class duration per subject area. Moreover, this

refers to the scores obtained by respondents in their

perceived 45-minute class duration. The questionnaire

consisted of 20 statements regarding students’ perceived

class duration and will be answered using a scale from 1

to 5: 1 (very rarely), 2 (rarely), 3 (occasionally), 4

(often), and 5(always). The responses will be interpreted

as Very High (4.21-5.0), High (3.41-4.20), Moderate

(2.61-3.40), and Low (1.81-2.60).

Scope and Delimitation of the Study

This study attempts to explore the relationship

between the 45-minute school duration and students’

academic achievement.
 This descriptive-correlational study will be

conducted among the sample size out of 193 Grade 10

students of Jamindan National High School, Jamindan,

Capiz from its total population of 374 for the school

year 2024-2025.

The data on this study will be gathered by using a

researcher-made questionnaire. The questionnaires will be

divided into two parts. Part I Personal Information: This

section gathers basic information about the respondents,

which helps in analyzing the data based on different

demographics including their 1st quarter average grade.

Part 2 45 Minute Class Duration perception: This part

focuses on students’ perceptions and experiences

regarding the 45-minute class duration.

The independent variable of this research is the 45-

Minute Class duration, and on the other hand, the

dependent variable of this research was the academic

achievement of grade 10 student.

The descriptive statistics that will be used in this

study were the frequency, count, percentage, mean, and

standard deviation. Person’s r and Analysis of Variance

(ANOVA) will be used as inferential statistical tools to

determine the significance of difference and

relationship.