Effects of Shifting Schedules in Grade 7's Chemistry Achievement and Study Habits: Basis in the Production of Learning Packets
Abstract
This study examined the shifting schedules' effect on Grade 7's Chemistry achievement and study habits. A quantitative descriptive design was used with a questionnaire for the students' profiling and an adapted achievement test for the Chemistry achievement. It was pilot tested and had a reliability of 0.78, and the science master teachers ensured its validity. The respondents' profile and study habit data underwent descriptive statistical analysis, while a t-test was employed to ascertain the significance of achievement levels between the morning and afternoon shifts. The data revealed that the majority of the students from the two shifts were 12 years old and were females, had parents who were high school graduates, with a combined monthly income of Php1,000.00-Php5,000.00, were regular students from the public elementary schools, and showed a comparable level of Chemistry achievement. The study's findings indicated no significant difference in Chemistry achievement between the morning and afternoon shifts. Consequently, students are encouraged to enhance their study habits to bolster their performance in Chemistry. To facilitate this, the research output includes a comprehensible learning packet. The learning pocket provided objectives, lesson content, and assessments as a guiding tool for effective study sessions.
Keywords: Chemistry achievement, learning packet, shifting schedules, study habits
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