IMPACTS OF EXTENDED SCHOOL HOURS ON GRADE 11
STUDENT OF PINTONG BUKAWE NATIONAL HIGH
SCHOOL S.Y 2022-2023
A Thesis Proposal
Presented to the Faculty of
Pintong Bukawe National
High School
Submitted fo Partial Fullfillment for
The Requirements in
Practical Research 2
Daily Life
By:
Leanicris Gunio Judie May Nisperos
Jeralyn Esto Jamaica Surigao
Rose anne Aguilar Angelica Cortez
Jerick Naral Jeffrey Nopre
Princess Dianne Zata
NOVEMBER 2022
Background of the study
The school day was extended by 90 minutes for all government high school pupils
in the emirate of Abu Dhabi from the start of the 2009/2010 academic year. Two
more classes of 45 minutes each were added to the class schedule for all 10th, 11 th,
and 12th grade pupils in government schools. Another single session of 45 minutes
was added every Thursday. The number of Arabic, grew to ten students in the arts
section and eight for those in the science section whereareas students previously
had only six arabic classess. The English language was increased to ten periods
instead of six, ten periods for math in the 11th science track instead of six, and six
math periods for the arts track instead of three. In addition, an additional period of
information technology was added resulting in two per week. Before 2009, high
school students had 35 periods per week. Starting from the academic year
2009/2010, the number of periods has increased to 45, which means that students
take nine periods per day with the result that students study 33.75 hours per week or
6.75 hours a day over 180 days.
On march 25,2014, the UAE MOE has added 10 more days the next school year
2014-2015. Resulting in an academic year of 190 days. According to Mr.Hi Sawaleh,
Undersecretary of the MOE, the additions of 10 study days in. Accordance with
international rates ( 185, 190 days) referring to recommendations by the UNECO
( Pennington 2014) Mr. Al Sawaleh stressed that the decision was made after
discussions among specialized educational committees, officials, and experts to
unify vacations between school and university to achieve family stability
( Pennington 2014). It is anticipated that more changes to be introduced in the
coming years as the MOE tries to cope with internal and external changes in a
competitive world.
While the demands of the 21st century continue to expand the knowledge and
skills students must master, little has changed from the minimum number of hours
students are required to devote to schooling across many American communities the
standard school year averages 180 days and school day lasts for approximately six
hours. While state policies establish minimums districts and schools have the
flexibility to incorporate more learning time into their school schedules.
More and better use of learning time is the first recommendation of Brown, Rocha,
Sharkey, Hadley, and Kronley in their 2005 report addressing how the American
education . The American education system must respond to the social and
economic shifts occurring in the 21st century. “We must extend educational time
and use the time we have more effectively” (Brown et al., 2005, p. v). Increasing the
time students are engaged in instructional activities under the supervision of a
certified teacher has been suggested as one strategy to improve academic
performance of school children (Brown et al., 2005). More than 700 schools (75%
charter, 25% non-charter) have extended their day according to the National
Education Commission on Time and Learning. Extended learning time advocates
have suggested more time for all students while others have directed additional time
to students who are scoring below proficiency or enter school with disadvantages
(Brown et al., 2005). Across the nation, in response to federal financial inducements,
many low-performing schools have increased learning time (McMurrer, Frizzell,
Yoshioka, Scott, & Ostler, 2015)
According to the 2012 Programme for International Program Assessment
(PISA )report, the United States performed below average in mathematics in 2012
and close to the Organisation for Economic Co-operation and Development (OECD)
average performance in reading and science. They reported “no significant change
in these performances over time” (PISA, 2012). However, OECD did report that
there was little agreement on how much time in class is needed to learn science,
reading, and mathematics. They cited agreement among policymakers for students
to spend considerable time in instruction to acquire skills. The PISA report identified
a positive correlation between students who spent more time in mathematics studies
with increased mathematic scores. Across OECD countries, a net increase for
attending schools with longer learning times was 12 points per extra hour of
mathematics instruction per week on average (PISA, 2012). Simply doing more of
the same with the added minutes or days is not what is needed to raise
achievement. The quality and quantity of learning opportunities are important factors
according to the 2012 PISA report. “Simply expanding time . . . at schools is not a
silver bullet for success” (Gabrieli, 2010, p. 3). Deepening core subjects instruction,
providing time for enrichment opportunities, and supporting teachers with time for
collaboration were identified in the literature as effective uses of additional school
time to improve. The researchers conducted this study for two main reason; first, to
know the impact of extended school hours on grade 11 students in a different
aspects. Second, to have a better result and recommendations in order to develop
and provide a suitable plan to help students on their learning. Also, the researchers
aimed to ascertain if extended school hours is the main reason why some of grade
11 students transfer school.
Statement of the Problem
This study aimed to determine the Impact of Extended School Hours on Grade 11
Student of Pintong Bukawe, National High School.
Specifically, it sought to answer the following research question:
1. What is the profile of the students in terms of?
1.1 Age
1.2 Gender
2. What are the impacts of IMPACTS OF EXTENDED SCHOOL HOURS ON
GRADE 11 STUDENTS OF PINTONG BUKAWE NATIONAL HIGH SCHOOL S. Y
2022-2023 in terms of the following variables?
2.1 Learning competency
2.2 Length of time
2.3 Behaviour
3. Are the grade 11 students at Pintong Bukawe, National High School, significantly
affected by the extended school hours?
