MARCIANO DEL ROSARIO MEMORIAL NATIONAL HIGH SCHOOL

Pamaldan, Cabanatuan City

Philippines 3100

Senior High School Department

Evaluating the Effectiveness of Half-Day Classes on Senior High School Students of

Marciano del Rosario Memorial National High School

A Research Paper

presented to the

Faculty of the Senior High School Department

Marciano Del Rosario Memorial National High School

Cabanatuan City

In Partial Fulfillment of the Requirements

for the subject

Practical Research 1

ALEXIS JUSTINE G. ARELLANO JAYCEL H. DUPRA

DIANA MAE I. CENTENO JECEL C. ADRIANO
FAITH BEATRIZ M. LUGOD JENNYLYN B. GARCIA
JAMIER CYRUS P. HAMMARA MICA P. ALFARO

2
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CHAPTER 1. INTRODUCTION

I. Background of the Study

Several factors can impact a student's well-being and academic performance, and one

significant factor is the class schedule. A Class Schedule in higher education is a structured

timetable detailing courses, lectures, and academic activities a student must attend during a term,

including course names, instructors, times, and locations (UniRank). In the Philippines, the

education system has changed over the years, which has led to different class scheduling

practices. Some schools have adopted half-day classes because they lack enough classroom

facilities, while others still follow the traditional full-day class schedule.

Marciano del Rosario Memorial National High School, where this study will take place,

has implemented half-day classes primarily due to a lack of classroom facilities. This decision

aims to optimize the limited resources available and prevent classroom overcrowding. As such,

half-day schedules have become a practical solution for the school. Many studies believe that

half-day classes can provide many benefits, especially for students' well-being. According to

Learning Liftoff (2019), “Class schedules and time may improve a student’s performance at

school, specifically their focus and punctuality.” This means that the class schedule can influence

how well students pay attention and engage in their learning. Another benefit of half-day classes

is that students have more time for leisure activities. A study by Professor Matthew Zawadzki

shows that people who participate in leisure activities have lower stress levels, a slower heartbeat,

and better overall moods.

While there are some possible benefits to half-day classes, there are still concerns about

how effective they are in improving students' well-being. Half days are meant to lessen the time

spent in lectures, but many people think it's a waste of the school day that could be used for

learning. Some studies are saying that shortening school days would lead to less time for
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teaching. Even if schools added more days to make up for the lost minutes, shorter class periods

might lower the quality of teaching.

Despite having some data and research, there are still gaps, particularly concerning the

effectiveness of half-day classes in senior high school settings. This study seeks to fill that gap by

examining how half-day classes affect student engagement, academic performance, and well-

being.

II. Statement of the Problem

This research explores the effectiveness of half-day classes on Senior High Students at

Marciano Del Rosario Memorial National High School. Specifically, this study seeks to answer

the following question:

1. How do the respondents see the effectiveness of half-day classes?

2. How do half-day classes affect students' time management in balancing academic and other

responsibilities, as well as their engagement and participation in learning activities?

3. Do half-day classes help respondents reduce cognitive stress and mental fatigue?

4. What are the effects of half-day classes on students’ performance compared to whole-day

classes?

5. Do respondents face challenges with the half-day class schedule?

III. Theoretical Framework

Cognitive Load Theory

Cognitive Load Theory introduced by John Sweller in 1988, proposes that cognitive load

is divided into three types. The intrinsic load refers to the inherent difficulty of the material being

learned. Extraneous load represents the cognitive effort imposed by instructional design that does

not contribute to learning, and germane load encompasses the cognitive resources devoted to
3

processing, understanding, and integrating new knowledge (Lovell, O., 2020). By structuring

things in a way that minimizes extraneous load and optimizes germane load, learning efficiency is

improved.

Half-day classes may reduce extraneous load by eliminating unnecessary non-academic

activities and distractions, allowing students to focus more on essential learning tasks. A shorter

school day can lead to more structured and concise lessons, minimizing cognitive overload

caused by endless information processing. Furthermore, limiting class durations may help

students engage with complex concepts in a more manageable manner, reducing fatigue and

improving retention. Additionally, reduced school hours may also allow for improved rest, which

enhances memory concentration and problem-solving abilities. At the same time, successful

implementation requires careful planning to balance instructional effectiveness with students'

cognitive capacity.

Time-on-task Theory

The Time-on-Task Theory of John B. Carrol emphasizes that the actual time spent on

learning activities, rather than the total duration of the school day, is crucial for academic success

(Godwin et al., 2021). Half-day classes may enhance learning efficiency by reducing time wasted

on non-instructional activities and increasing students' focus during class hours. A well-structured

half-day schedule can ensure that students maximize their engaged learning time through brief,

high-impact lessons.

Additionally, shorter school days may reduce cognitive fatigue, allowing students to

maintain concentration and actively participate in lessons. However, half-day classes have

potential benefits in optimizing time-on-task, their effectiveness depends on proper

implementation. Structured lesson plans, effective instructional strategies, and student

adaptability play crucial roles in ensuring that reduced class hours do not compromise academic

achievement.
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Therefore, these theories are ideal for studying the effectiveness of half-day classes since

their features are related to a topic, and interview questions illustrate the right way to understand

the experience of students through these concepts. This theory clearly explores how half-day

classes impact students’ engagement, efficiency, and academic performance.

IV. Conceptual Framework

Input Process Output

1. The respondents' 1. Preparation of the

experience on a half-day interview questions.
schedule.
2. Validation of the
2. Respondents' time
interview guide.
management in their daily
school and personal life.
3. Pilot testing of the
Overall findings of
3. The respondents' interview guide.
effectiveness of half-day
perspective on half-day class schedule on students’
classes and traditional 4. Interview proper with
time management, well-
classes. the participants for data
being, and academic
analysis and
performance.
4. Engagement and interpretation.
participation of participants
in learning activities. 5. Narrative analysis for
the interpretation of the
5. Importance and
data gathered.
challenges of respondents in
half-day class schedule.
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Figure 1. Conceptual Framework of the Study

The diagrams show the research process utilizing the Input-Process-Output framework.

A structured methodology known as input-process-output (I-P-O) allows for the

systematic recording and visual representation of all the inputs, outputs, and operational steps

necessary to convert information into results. The terms I-P-O model and I-P-O diagram are

frequently used interchangeably, and both refer to the method`s intended visual nature (Feldman,

2018). In this study, the input includes the data needed to generalize the allowance management

of Accountancy, Business, and Management Senior High Students. This data was based on the

research problem and objectives listed in the statement of the problem. On the other hand, the

process comprises gathering and processing data such as preparing, validating, pilot testing

interview questions, and formal interviews for data analysis and interpretation. Lastly, the outputs

present the proposed solution of the researchers to address the problems stated, including the

interview questions.

V. Significance of the Study

This study aims to provide crucial information and knowledge regarding the chosen topic

for the expected importance to the group of individuals below:

1. School Administrators. This can assist school administrators such as the principal,

counselors, and staff in making decisions about implementing a half-day class schedule.

Also, being highly respected people at school, if the study results in a positive way they

can be the ones to lead the proposal for the benefit of the students.

2. Teachers. As one of the people students spend their time mostly with, the results of this

study will greatly benefit the teachers in terms of having a lot of time to do their tasks
6

such as checking students' work and making a report card. This study can also guide them

on how they can help their students with good time management.

3. Students. Through this evaluation, students can make strategies and plan on how they

can manage time in their academic and personal lives by understanding the effectiveness

of half-day classes.

4. Future researcher. This study can act as a Review of Related Studies (RRS) or a basis

for a new study that will be conducted by future researchers in relation to class schedules.

VI. Scope and Limitations

This study focuses on the effectiveness of half-day classes among Senior high school

students in Marciano del Rosario Memorial National High School, exploring its impact on

academic performance and personal life. The study is planned to be conducted at MRMNHS

during the second semester of the academic year 2024-2025.

The study will focus on Senior High School students and exclude Junior High School

students and faculty members. The data collection will take place during the second semester and

will not report for experiences outside that period. Only self-reported surveys and questionnaires

will be used to know the effects of half-day classes, excluding observational methods.

However, the study has limitations, if its finding has a positive result researcher will not

implement this and will not interfere with the policy and regulations of the school regarding to

class schedule. Also, external factors, such as family concerns and ethical considerations, like

maintaining student privacy, limit the scope. Additionally, the limitation of this study is the

makeup of the sample size used in the study. All of the students in the sample come from one

district. Results will not be generalized to other school districts.

VII. Definition of terms

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The following terms are defined based on their specific use in this study to provide a

clearer understanding of the variables. These definitions ensure consistency and accuracy in

interpreting key concepts. By defining these terms, the study establishes a structure for analysis

and discussion.

1. Academic performance. The term refers to a student’s achievement after completing a

course or subject, measuring their learning through formative and summative

assessments. It represents the outcome of their efforts to achieve educational goals.

2. Class Schedule. A class schedule in higher education outlines the courses and activities a

student must attend each semester, including course names, instructors, and meeting

times.

3. Cognitive stress. Cognitive stress refers to any kind of stress that affects a person’s

brain or mind.

4. Convenience sampling. A non-probability sampling method where units are selected for

inclusion in the sample because they are the easiest for the researcher to access. This can

be due to geographical proximity, availability at a given time, or willingness to

participate in the research.

5. Half-day. a day when people only work in either the morning or the afternoon, or when

stores, businesses, etc. are only open in either the morning or the afternoon

6. Leisure activities. The activities accomplished or taken by people in their free time for

pleasure, growth, or relaxation.

7. Mental fatigue. It causes a feeling of mental tiredness that results in decreased attention

and impairments in executive functions.

8. Phenomenological study. A type of research that seeks to explain the nature of things

through the way people experience them. It translates literally as the “study of

phenomena.”
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9. Time Management. Time management involves coordinating tasks to maximize

efficiency and productivity. Its goal is to help individuals achieve more in less time

through organization, planning, and scheduling while considering personal circumstances

and abilities.

10. Well-being. It is the state of being comfortable, healthy, or happy.

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

This section of the study presents the review of related literature and reflections on the local and

foreign, adding more relevance and depth to the research study. The chapter is presented

thematically based on the variables of the study.

I. Half-day class schedule

Half-days are used to give students time off, but some question if it is feasible to

implement half-days into the school week. Half days could be used to give students extra time to

do work or as a much-needed stress-free time after a long and stressful week of school. However,

the effects of this change on learners are not fully understood. Students in half-day programs

demonstrated similar academic achievements to those in full-day programs, especially in early

childhood education.

According to Zhao, Ren, and Yang (2024) half-day classes can influence students’ time

management and academic performance, Excellent students are not only those who master more

effective and efficient learning techniques to acquire and apply information. However, Thompson

et al. (2021) use data from Oregon and find that the schedule negatively impacts nonrural high

school students’ 11th-grade math achievement and on-time graduation rates, and it increases rates
9

of chronic absenteeism (i.e., missing more than 10% of school days) among students in nonrural

schools.

Additionally, Berthelon, Kruger, and Vienne (2016) said that in a setting where families

choose schools, we identify the causal effect of longer schedules with instrumental variables,

using the local availability of full-day schools as an instrument. However, Marinell Moral et al.

(2023) conclude that the study may also be significant in understanding other factors that may

affect student performance. The students’ focus and punctuality, regardless of the time of their

class schedules, may be affected more by other direct factors such ss their personal preferences,

sleeping habits, and life circumstances. Regardless of setting class schedules at different times.

We can address this study by examining the implementation of in structural leadership

programs in which the principal has three duties: assuring the curriculum, monitoring and

evaluating the program, and measuring the academic progress of the students (Al-Mahdy & Al-

Kiyumi, 2015). Overseeing the school program requires the principal to collaborate with

stakeholders in specific domains such as educational technology, curriculum, and instruction

(Vally et al., 2016). Moreover, establishing an optimal learning atmosphere is closely linked to

the school principal's focus on nurturing a school environment that facilitates efficient teaching

and enhances students' academic performance (Saad & Sankaran, 2021)

Overall, while half-day classes can be advantageous in certain contexts, their success

depends on various factors, including teaching strategies, student adaptability, and institutional

support

II. Students’ engagement and participation in learning activities

Class participation, which includes attending class and actively paying attention, is a

strong indicator of student success. While this may seem obvious, it is especially important in

today's world, where many students juggle work and family responsibilities. Making the effort to

attend class and use that time effectively should not be overlooked. (Bekkering, E. & Ward, T.,
10

2021).

Studies by Gray and DiLoreto (2016) define student engagement as a student's

enthusiasm, motivation, and commitment to actively participate and succeed in the learning

process. It involves their interest in the material, interactions with peers and instructors, and

overall drive to learn.

According to Bier et al. (2022), students in full-day programs make comparable progress

in literacy, numeracy, and executive functioning as they begin, but their scores are slightly lower

than those of students in half-day classes.

The reason for this is that having a half-day gives students extra time for homework and

extracurricular activities, helping them stay more alert in school. As the day progresses, students

become increasingly exhausted, making it harder to perform well. An early start time already

leaves them feeling tired, and after a full seven-hour school day plus extracurricular commitments

they may experience burnout. Half-days provide an opportunity to spend more time with friends

instead of constantly focusing on academics. Additionally, they may also reduce student stress

and improve mental health, potentially resulting in better academic outcomes (Mollica, E., 2021).

With classes having to start as early as 7:30 AM that students are required to follow, they

will need to sleep early in the evening and wake up early in the morning which will improve

their brain function, concentration, and memory power for them to perform better at school

(Cirillo, 2022). However, A study by Dikker et al. (2020) mentioned that adolescents are less

alert in the morning which results in a reduction in performance as they may lack focus due to

sleepiness. In addition, in the study by Yvette Stupart about “How Stress Affects College

Students’ Academic Performance”, lack of sleep can lead to, poor management skills,

concentration difficulties, memory problems, physical symptoms such as frequent headaches,

tremors, and nervous habits. When students are affected by these, it could result to lower

academic outcomes.
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To address these issues, Alfonsi et al. (2020) claimed in their study that an hour delay in

class time can improve the sleep of students which will lead to improved academic performance.

Moreover, an effective schedule is the best way and the primary source to learn positively which

is important for their day-to-day basis of activities and can be beneficial for students to get ample

rest, enough sleep, and a more effective daily routine needed to have the strength and function to

reflect on their class, do academic work, and can take time to entertain resulting in better

academic result and more positive well-being.

III. Time management of students

Time management is the process of planning and exercising conscious control of time

spent on specific activities or the process of organizing and planning how to divide your time

between different activities. S. Zoloth, (2023) defines time management as a crucial skill that

involves the efficient and effective allocation of one's available time to accomplish tasks and

achieve goals. Simply, it involves planning and prioritizing things that need to be accomplished

to minimize wasted hours. N. Ephraim, (2024) stated that time management also impacts the

academic performance and daily routines of an individual.

Khan (2015) said that students who develop and adhere to daily routines with prioritized

tasks tend to achieve higher academic standards. However, procrastination and ineffective time

management increase one's stress level and lower academic performance, according to Aduke

(2015). In this day, students face different stress affecting their academic performances. This

stress can affect them positively but mostly negatively.

We can address this issue by improving our time management skills. One of these skills

is prioritization. According to research, students who successfully prioritize their assignments

typically have better academic results (Razali et al., 2018). F. Adebayo, (2015) recommended that

students have to be more capable of managing their time for better academic performance. E.

Mollica, (2021) said that half-day classes can also be a solution for better time management. Half
12

days can give students extra time to do homework and extracurricular activities for a stress-free

time after a long and stressful week of school. Overall, students must practice their time

management skills to avoid procrastination and stress promoting a higher academic performance.

Half-day classes also promote more effective time management.

IV. Cognitive stress and mental fatigue

Cognitive stress and mental fatigue are important factors that impact students' academic

performance, particularly in demanding learning environments. Walker (2021) defines cognitive

stress as the mental strain felt when handling large amounts of information, solving tough

problems, or facing high academic expectations. Similarly, mental fatigue is a psychobiological

state caused by prolonged periods of demanding cognitive activity. Cutsem et al. (2017)

suggested that mental fatigue can affect physical performance.

According to Vuai (2021), stress and its effects are common experiences that impact

people of all ages, genders, economic backgrounds, political views, ethnicities, religions, and

jobs. Today, students in colleges and universities face a lot of stress, which can negatively impact

their academic performance. McEwen (2017) further explains that stress can interfere with the

brain's pathways that manage thinking, decision-making, anxiety, and mood. This disruption can

change how these feelings and behaviors are expressed and can harm academic outcomes.

Likewise, Akanpaadgi et al. (2023) stated that students who suffer from acute stress may

experience negative physical and mental health outcomes which could affect their academic

performance. Even though stress can sometimes have a positive impact on students’ academic

performance, the findings show that to a large extent, it affects students negatively.

To address these challenges, the implementation of half-day classes may serve as a

beneficial alternative to reduce cognitive overload and mental fatigue. Orjeta (2022) suggests that

shortened school hours provide students with additional time for rest, extracurricular engagement,

and independent study, which can enhance their overall well-being and academic performance.
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Additionally, Zawadski (2015) emphasizes that engaging in leisure activities can significantly

lower stress levels, improving cognitive recovery and focus. Moreover, with proper time

management, half-day classes may help students maintain better cognitive engagement without

excessive workload, promoting a more balanced academic experience.

V. Synthesis

The cited literature and studies show the significant variables related to half-day class

schedules. The first variable explains the influence of half-day classes on students’ academic

performance. Zhao, Ren, and Yang (2024) suggest that half-day classes improve students’ time

management by allowing them to develop effective learning techniques. However, Thompson et

al. (2021) found that in Oregon, nonrural high school students experienced negative academic

outcomes, such as lower 11th-grade math achievement and increased absenteeism. Additionally,

Berthelon, Kruger, and Vienne (2016) examined how access to full-day schools affects student

outcomes and found that longer schedules may not always be beneficial. These findings suggest

that while half-day schedules may provide certain academic benefits, their success depends on

various external and individual factors.

The next variable is student engagement and participation in learning activities.

Bekkering and Ward (2021) emphasize that attending and actively participating in class are

strong indicators of academic success. Bier et al. (2022) found that students in half-day programs

demonstrated slightly better literacy, numeracy, and executive functioning due to extra time for

rest and extracurricular activities. Similarly, Mollica (2021) argues that half-day help reduce

student stress, improve mental health, and prevent burnout. However, Cirillo (2022) highlights

that early school start times require students to adopt better sleeping habits to enhance focus and

memory. On the other hand, Dikker et al. (2020) found that adolescents are naturally less alert in

the morning, leading to decreased academic performance. This suggests that while half-days can
14

improve engagement, other factors such as sleep patterns and school start times must also be

considered.

The third variable is time management among students. Zoloth (2023) defines time

management as the ability to allocate time effectively, impacting academic performance and daily

routines. Khan (2015) found that students with structured routines achieve higher educational

standards, while Aduke (2015) noted that poor time management increases stress and lowers

performance. Additionally, Razali et al. (2018) argue that prioritization skills contribute to better

academic results, and Adebayo (2015) suggests that students must improve their time

management to enhance their performance. Mollica (2021) further states that half-day schedules

help students balance academics and extracurricular activities, promoting better time

management. This indicates that half-day programs can provide students with extra time to

manage their workload effectively and reduce stress.

Lastly is, cognitive stress and mental fatigue, which significantly impact student learning.

Walker (2021) defines cognitive stress as the mental strain from processing large amounts of

information. Cutsem et al. (2017) argue that mental fatigue can impair both cognitive and

physical performance. According to McEwen (2017), stress disrupts brain pathways related to

decision-making, anxiety, and mood, negatively affecting academic performance. Akanpaadgi et

al. (2023) found that acute stress leads to negative mental and physical health outcomes for

students. Orjeta (2022) suggests that half-day schedules may help reduce cognitive overload by

giving students more time for rest, extracurricular activities, and independent study. Additionally,

Zawadski (2015) states that engaging in leisure activities improves cognitive recovery and focus.

This suggests that half-day classes can reduce stress and mental fatigue, promoting better

academic performance and well-being.

CHAPTER 3: RESEARCH METHODOLOGY

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This chapter presents the research method, locale of the study, respondents and sampling

procedure, instruments procedures to gather, collect, and analyze research data, and the

qualitative techniques used to treat data.

I. Research design

This study applies a qualitative research design to acquire literature about the

effectiveness of half-day classes on Senior high school students in a phenomenological manner

which employs the goal of acquiring information about a certain topic through other people's

experiences or personal perception of the topic.

The researcher of this study utilized a phenomenological research design to conduct the

study as this research design fits the needs of the study in acquiring and incorporating data in the

study. Also, Dovetail, (2023) defined phenomenology is a type of research that aims to

understand the characteristics of things by examining how people perceive them. It translates as

"study of phenomena," which means "study of the concept such events (or phenomena) hold in

the intellects of the audience you're studying.

Meanwhile, narrative analysis is used to analyze the gathered data. Narrative analysis is a

qualitative analytical method focusing on comprehending human experiences and motives by

attentively examining the stories (narratives) individuals tell in a particular situation. In other

words, a narrative analysis analyzes responses or written reports as data on themes and meanings

that are easy to understand. (Al-Saraf, 2023).

Finally, after creating an overview of the findings, the researchers employed thematic

analysis to generate generalizations. Thematic analysis is the investigation of patterns to be

discovered. In other words, it analyzes the patterns and themes in your data set for narrative

analysis.

II. Research locale

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This study was conducted at the Marciano Del Rosario Memorial National High School

in Pamaldan, Cabanatuan City, Nueva Ecija (15.49° N, 120.93° E). Marciano Del Rosario

Memorial National High School was created and founded in 1981 after Senior Marciano Del

Rosario, a kind and giving man, donated the land on which MRMNHS now stands. His

kindheartedness cleared the path for developing a school for complete primary education.

III. Sampling Techniques

This study utilized a purposive sampling technique. Purposive sampling is a non-

probability sampling technique used in studies of a particular group of people or units for

analysis. Participants are "intentionally" chosen rather than at random. It is also referred to as

judgmental sampling or selective sampling. When selecting a sample for purposive sampling, the

researcher has a clear goal. The sample is chosen based on the characteristics or traits the

researcher is interested in studying (Dovetail, 2023).

In this study, the researchers purposefully chose and interviewed students that fit our

topic and were willing to be part of our study. The participants were not coerced to express their

opinions. Also, the participant's availability was considered during the data-gathering process.
17

Lastly, we chose senior high school students as respondents because they had the standard that

aligned with our study.

IV. Description of the respondents

The participants need to have experienced the phenomenon being explored (Creswell,

2015). The goal of the study is to explore the experiences of Senior high school students

regarding a half-day class schedule. This study's participants were 40 senior high school students

from Marciano Del Rosario Memorial National High School. This was chosen since they

signified interest to participate in the study. The participants' personal experiences represent the

relevant information the researcher was trying to find out in this study. Only those who are

willing to be involved in this study were considered as participants and they must be senior high

school students.

V. Data gathering procedure

Before any step was undertaken to conduct the research, the researchers developed

research questions with the research teacher's approval. The interview guide was then finalized

through editing and validation. A communication letter was submitted to the school principal to

obtain permission to conduct the study. All information relative to the conduct of this research

involved primary data that was provided by the participants of the study. In this regard,

coordination before the administration of the interview questionnaires was made to obtain the

needed information. Data was collected via face-to-face interviews. The researchers initially

communicated with the participants by practicing the semi-structured interview to gather

information from the participants. The interview questions to be administered are detailed and

with follow-up questions. After gathering a substantial amount of data from the participants,

narrative analysis and interpretation were followed.

VI. Instrumentation
18

Semi-structured interview questions developed by the researchers with the guidance of

their research adviser were employed in this study. The instrument was used to obtain first-hand

information from participants in this study.

In qualitative research, semi-structured interviews are usually the primary source of data

collected. The interview is an extremely important and notable aspect of data collection in

phenomenology. However, interviewer influence can be a limitation so triangulation is needed to

manage biases (Creswell, 2015).

Semi-structured interviews can provide valuable insights into the experiences and

perspectives of Senior high school students. In such interviews, open-ended questions are used to

allow participants to express their thoughts and feelings.

In-depth interviews were conducted to gain insights and meaningful data on the

effectiveness of half-day classes. Each student participant was assured of the confidentiality of

the data.

The following interview questions were used to explore the topic of the study:

1. How would you describe your overall experience with half-day classes?

2. In your opinion, are half-day classes effective in delivering quality education? Why or why

not?

3. How do you manage your academic tasks and other responsibilities with a half-day class

schedule?

4. How has the half-day schedule affected your participation in class discussions and other

learning activities such as doing your homework, performance tasks, and reviewing for exams

and quizzes?

5. Do you feel more or less mentally exhausted with half-day classes compared to whole-day

classes? Why?

6. In what ways do half-day classes help (or not help) in reducing stress and mental fatigue?
19

7. How do your test scores, assignments, or overall grades compare between half-day and whole-

day classes?

8. What challenges have you encountered with the half-day class schedule?

9. Would you prefer to continue with half-day classes or return to whole-day classes? Why?

VII. Qualitative Data Analysis

The researchers used a thematic analysis to extract the central idea of the respondents'

narratives. Thematic analysis is used for qualitative data analysis, a beneficial technique. It is

usually used to describe a group of words, such as transcriptions or interviews. The researcher

carefully evaluates the information to find common themes—topics, ideas, and recurring meaning

patterns (Caulfield, 2019).

There are numerous methods for conducting thematic analysis. The most popular method

for thematic analysis consists of six steps: first is familiarization, the second is coding the n g, the

third is generating themes, the fourth is reviewing themes, the fifth is defining and naming

themes, and the last one is writing up. Following this procedure will also assist you in avoiding

confirmation bias when developing your investigation (Caulfield, 2019).

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