Beyond the Bell: The Role of Instructional Time and Learner Persistence in Shaping Effective Public-School Curricula

Beyond the Bell: The Role of Instructional Time and Learner Persistence in Shaping Effective Public-School Curricula

*¹Fely V. Alajar, ²Dr. James L. Paglinawan

¹Teacher III, Bukidnon National High School

²Faculty, Central Mindanao University

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2024.8110243

Received: 17 November 2024; Revised: 21 November 2024; Accepted: 22 November 2024; Published: 21 December 2024

ABSTRACT

This study aimed to investigate how instructional time influences the effectiveness of the curriculum on learner persistence among Grade 10 students at Bukidnon National High School. Using a descriptive correlational research design, data were collected from students to assess their perceptions of instructional time, their level of persistence in learning, and the effectiveness of the curriculum. The findings revealed that students perceived their instructional time as adequate, demonstrated strong persistence in their studies, and rated the curriculum as highly effective. Additionally, significant correlations were found between instructional time, learner persistence, and curriculum effectiveness, suggesting that increasing instructional time can enhance student commitment and lead to improved academic success. Furthermore, the study highlights the importance of fostering a supportive learning environment that provides positive experiences throughout the Grade 10 educational journey, ultimately contributing to better academic outcomes and preparing students for future challenges in their educational paths.

Keywords: academic success, curriculum effectiveness, instructional time, learner persistence

INTRODUCTION

A curriculum is an overall plan that defines the structure of an educational environment. It refers to the learning process decisions of educators, but also reflects society, families, and other stakeholders’ perceptions. The curriculum concept includes the content over the form, it contains societal values towards knowledge, and shows which knowledge is important. The heart of curriculum reform within educational reforms is changing, altering learning goals, and modifying their pedagogies. But again, the success of such reforms lies mainly in the foundational goals and intentions behind such reforms.

The effectiveness of a curriculum in public schools is vital for enhancing student learning and engagement. However, there are meaningful gaps in how curricula are implemented, which can hinder educational outcomes. One major issue is the insufficient instructional time allocated for various subjects. The research can attest to this especially in the implementation of the Matatag Curriculum now that the allotted time for each subject is down to only 45 minutes from 1 hour which is a challenge for teachers since they need to congest all the important information the topics they are discussing inside the classroom just to fit in the allotted time.
According to research, the majority of students believe that the curriculum prepares them for future academic difficulties, which is very fundamental to their development in the educational setup (Meyer et al., 2018). An effective curriculum in preparing students is said to result in more significant achievements and confidence levels in school, as indicated by Gonzales et al. (2020). Furthermore, it is significant because of the reason that inclusive curricula are able to better student engagement and improve learning results (Tomlinson, 2017).

On the other hand, research shows that when students have more time to engage with the curriculum, their understanding and retention of material improve significantly (Combalicer, 2016). Additionally, learner persistence, defined as the commitment and effort students put into their studies plays a vital role in determining how effectively a curriculum can be delivered and absorbed. Liao et al. (2023) mentioned in their study that when students are motivated and consistently engage with their learning materials, they tend to achieve better academic results.

A study on the Matatag curriculum in Philippine public schools highlighted that effective implementation requires not only adequate instructional time but also active learner participation (Aquino, 2024). Similarly, MacDonald et al. (2016) remarked that when instructional time is optimized and learner persistence is fostered, students are more likely to succeed academically. This underscores the need for educational stakeholders to focus on both the quality of instructional time and strategies to enhance student engagement.

Furthermore, in the study by Combalicer (2016) showed that teachers often struggle with implementing the K-12 curriculum effectively due to a lack of resources. This corroborates with the qualitative study of Widiastuti et al. (2020) which shows that there are factors influencing learning comfort among students such sa air circulation, quietness, cleanliness, and adequate and supportive facilities. Additionally, the findings from Aquino (2024) further emphasize the importance of interactive learning strategies to boost student engagement. Lastly, a study by Damien and Claire (2022) demonstrates how teacher preparedness directly influences the level of students’ academic performance.

Meanwhile, Pino-James et al. (2017) supported the view that consistent instructional practices aligned with curricular goals lead to improved student performance. A study conducted in Taiwan demonstrated that integrating competence-oriented instruction significantly enhances learning effectiveness (Liao et al., 2023). Moreover, MacDonald et al. (2016) as cited by Nevenglosky et al. (2019) argue that quality instruction is essential for maximizing the benefits of any curriculum.
In conclusion, addressing the gaps in curriculum effectiveness requires a comprehensive approach that prioritizes both instructional time and learner persistence. By understanding and improving these, public schools can create more effective educational environments that foster student success. Thus, this present study aims to determine how instructional time and learner persistence collectively impact the perceived effectiveness of the curriculum among the students of Bukidnon National High School for the School Year 2024-2025.

Objectives of the Study

To determine how instructional time and learner persistence collectively impact the perceived effectiveness of the curriculum among students. Specifically, it sought to answer the following questions:

1. What is the level of Instructional Time perceived by Grade 10 students in terms of:

a. Instructional Time;
b. Student Engagement;
c. Learning Environment?

2. What is the level of Learner Persistence in terms of:

a. Motivation;
b. Support Systems; and
c. Self-efficacy?

3. What is the level of Curriculum Effectiveness as perceived by the Grade 10 students?

4. Is there any significant relationship between Instructional Time and Curriculum Effectiveness?

5. Is there any significant relationship between Learner Persistence and Curriculum Effectiveness?

Scope and Limitations of the Studies

The research explored how instructional time and learner persistence collectively influence the perceived effectiveness of the curriculum among Grade 10 students at Bukidnon National High School. The scope includes assessing the levels of instructional time in terms of direct teaching, student engagement, and learning environment, as well as evaluating learner persistence through motivation, support systems, and self-efficacy. Additionally, the study determined the correlation between instructional time and learner persistence regarding curriculum effectiveness. However, limitations include potential challenges in generalizing findings beyond Bukidnon National High School due to its unique context, difficulties in accurately measuring constructs like learner persistence and instructional time, and the possibility that other unexamined variables may also affect curriculum effectiveness. Furthermore, the research is constrained by its focus on a specific timeframe, which may not capture long-term trends or changes in educational practices.

METHODOLOGY

This chapter discusses the methodology and methods used in the study. It includes Research Design, Research Locale, Sampling Procedure, Research Instrument, Data Gathering Procedures, and Statistical Techniques.

Research Design

This study utilized a descriptive correlational research design, which is well-suited to the research goals as it allows for the examination of relationships between instructional time, learner persistence, and curriculum effectiveness without altering any of these variables. According to Fowler (2013), this non-experimental method aims to identify and describe relationships through direct observation and measurement, making it particularly beneficial in educational settings where manipulating variables may not be ethical or practical. By employing survey technique, the study gathered important data on students’ experiences and behaviors related to instructional time and persistence, aligning with the primary goal of exploring how these variables relate without implying causation (Fowler, 2013). Statistical methods, such as correlation coefficients, was used to measure the strength and direction of these relationships, providing valuable insights into their connections. Additionally, this design supports the generation of hypotheses for future research while offering a snapshot of current educational dynamics; as noted by McBurney and White (2009), descriptive correlational designs are crucial for establishing links between variables, thereby enhancing our understanding of educational effectiveness. Consequently, this research design not only aligned with my study’s objectives but also contributed to the broader discussion on improving curriculum effectiveness in public schools.

Research Locale

The current research was conducted at Bukidnon National High School, located in Malaybalay City. This school was established in June 1941 and was initially called Bukidnon Provincial High School under Republic Act No. 2301. Bukidnon National High School is the main school not only in the Malaybalay City Division but also in the entire Bukidnon Province. It has approximately 370 teachers and a total student population of around 9,000, covering grades 7 to 12. The curriculum for grades 7 to 10 is divided into seven programs: Science, Technology, Engineering and Mathematics (STEM), Special Program for Journalism (SPJ), Special Program in Sports (SPS), Special Program in the Arts (SPA), Special Education Program (SPEd), Enhanced Basic Education Program (EBEP), and Open High School Program (OHSP). Meanwhile, for grades 11 and 12, the school offers four tracks: Academic Track, Technical-Vocational Livelihood Track, Sports Track, and Arts and Design Track.

Sampling Procedure

The study participants were the 150 Grade 10 students from Bukidnon National High School, chosen using a random sampling method to study how instructional time and student persistence affect the effectiveness of the curriculum in a public school. The students came from various academic backgrounds and had different learning styles, showcasing the diverse educational experiences found in the school. This selection was intended to gather information on how the amount of instructional time affects student involvement and determination in their studies, impacting how well the curriculum works. Focusing on Grade 10 students is significant because they are at an important stage in their education, preparing for senior high school and future academic challenges.

Research Instrument

In this study, the researcher utilized a survey questionnaire that is divided into three sections: Instructional Time, Learner Persistence, and Curriculum Effectiveness. This organized method helps collect detailed information about each part of our research questions. The first section looks at Instructional Time, including how much time is spent teaching, how engaged students are during lessons, and the overall learning environment. The second section focuses on Learner Persistence, examining things like student motivation, the support systems available to them, and their confidence in their ability to learn. Lastly, the third section evaluates Curriculum Effectiveness to see how well the curriculum helps with both instructional time and learner persistence. By analyzing the answers from these sections, the research can find out the levels of instructional time and learner persistence, as well as how these factors relate to curriculum effectiveness in public schools. This thorough approach will give important insights into how these elements work together and affect student success. Moreover, the survey questionnaire underwent content validation by a panel of experts to ensure its validity. A pilot test was also conducted where it gathered a Cronbach Alpha of 0.893 which connotes an adequate reliability result. Furthermore, questions were patterned from the work of the authors Cattaneo et al. (2016), Lindheimer (2011), and Aslan and Gunay (2016).

Data Gathering Procedures

Before conducting the research, the researcher asked permission from the School Principal IV of Bukidnon National High School. Additionally, the researcher distributed a parents’ consent form to allow minor students to participate in the study. Experts reviewed the survey questionnaire and interview guide before conducting a try-out of the questionnaire with ninth-grade students.

The survey questionnaire will be given to students and will take about five to ten minutes to complete. Only students who have permission from their parents or guardians and who choose to participate will be included. Once the surveys are completed, the responses will be recorded in Excel. The data will then be analyzed according to the specific problems presented. Finally, after collecting the data and obtaining the results of the study, this information will be shared with the panel of experts and with those who will benefit from the study.

Statistical Techniques

The descriptive analysis will be used to address the two research questions, the researcher will get the mean. Meanwhile, the following methods will be employed for scoring:

For Instructional Time

Scale Range Descriptive Response Qualitative Interpretation
1 1.00-1.50 Strongly Disagree (SD) Highly Inadequate
2 1.51-2.50 Disagree (D) Inadequate
3 2.51-3.50 Neutral (N) Acceptable
4 3.51-4.50 Agree (A) Adequate
5 4.51-5.00 Strongly Agree (SA) Highly Inadequate

For Learner Persistence

Scale Range Descriptive Response Qualitative Interpretation

1 1.00-1.50 Strongly Disagree (SD) Very Low Persistent
2 1.51-2.50 Disagree (D) Low Persistent
3 2.51-3.50 Neutral (N) Moderately Persistent
4 3.51-4.50 Agree (A) High Persistent
5 4.51-5.00 Strongly Agree (SA) Very High Persistent

For Curriculum Effectiveness

Scale Range Descriptive Response Qualitative Interpretation

1 1.00-1.50 Strongly Disagree (SD) Very Ineffective
2 1.51-2.50 Disagree (D) Ineffective
3 2.51-3.50 Neutral (N) Moderately Effective
4 3.51-4.50 Agree (A) Effective
5 4.51-5.00 Strongly Agree (SA) Very Effective

Furthermore, a correlational analysis will be employed to answer the third research question. It measures how changes in instructional time influence student persistence and curriculum results. Hence, the research will use Pearson’s correlation coefficient to analyze the relationship between instructional time, learner persistence, and the effectiveness of the curriculum. This will quantify the strength and direction of the correlation.

RESULTS AND DISCUSSIONS

Table 1 presents the perceived instructional time among Grade 10 students, highlighting differences in instruction across various dimensions. With an average score of 3.79, rated as Adequate, it indicates that students generally believe their instructional time satisfies their learning requirements. This favorable perception is vital as it can boost student engagement and academic achievement. Importantly, the highest mean score of 3.90 relates to Student Engagement, showing that students feel greatly involved and interested in their learning activities, which is crucial for improving understanding and retention of knowledge. In contrast, the Learning Environment received the lowest mean score at 3.63, which is still considered Adequate but hints at areas needing enhancement. By improving the educational environment, schools can create a more comfortable and focused setting—two essential elements for effective learning.

The gap between adequate instructional time and the lower score for the Learning Environment highlights the necessity of not just providing sufficient instructional time but also upgrading the physical and resource-related aspects of classrooms to establish a productive and inclusive learning atmosphere. Studies show that teachers often face difficulties in executing the K to 12 Curriculum due to insufficient resources (Combaciler, 2016). This observation corresponds with findings from Widiastuti et al. (2020), which point out factors influencing students’ comfort in learning, including air circulation, noise levels, cleanliness, and access to supportive facilities. Moreover, Combaciler (2016) notes that extending instructional time allows students to engage more thoroughly with the curriculum, which in turn improves their understanding and retention of material. Thus, while Grade 10 students view their instructional time as adequate for engagement and learning, it is essential to address shortcomings related to classroom conditions to enhance teaching for all learners.

Table 1. Mean Score of Perceived Level of Instructional Time of Grade 10 Students

Legend:

1.00-1.50 Highly Inadequate
1.51-2.50 Inadequate
2.51-3.50 Acceptable
3.51-4.50 Adequate
4.51-5.00 Highly Adequate

The information displayed in Table 2 indicates that learners show a notable degree of persistence, achieving an average mean score of 3.99, which reflects a strong dedication to their academic endeavors—an essential element for success. Interestingly, motivation is highlighted with the highest mean score of 4.17, indicating learners feeling very motivated—a crucial aspect that influences their involvement and effort in their studies. In contrast, the lowest mean score of 3.85 for self-efficacy suggests that although learners exhibit considerable persistence, there is still a portion that may doubt their own capabilities. This disparity emphasizes the need for focused support to strengthen self-efficacy, as boosting learners’ confidence could further enhance their persistence and overall academic success.
These results highlight the relationship between motivation, self-efficacy, and academic achievement. Studies show that motivated students with high self-efficacy are more likely to engage consistently with their educational tasks (Liao et al., 2023; Zimmerman, 2017). If teachers can adopt methods to improve self-efficacy, students will probably set more elaborate goals and overcome challenges more adeptly, resulting in better academic performance. Although the current data reflect lower self-efficacy scores in comparison to motivation, they still indicate a high level of persistence, contrasting with Bandura’s (2018) conclusions that suggest students with greater self-efficacy are more willing to face difficulties. Therefore, focusing on motivation and self-efficacy as essential components can greatly enhance students’ persistence and achievements in their educational paths.

Table 2. Mean Score of the Level of Learners’ Persistence

Legend:

1.00-1.50 Very Low Persistent
1.51-2.50 Low Persistent
2.51-3.50 Moderately Persistent
3.51-4.50 Highly Persistent
4.51-5.00 Very Highly Persistent

The information shown in Table 3 indicates that Grade 10 students largely view the curriculum as highly effective, with an average mean score of 3.80. This favorable evaluation is particularly highlighted by the highest mean score of 4.07 for the statement, “The curriculum prepares me well for future academic challenges,” reflecting strong student consensus on its efficiency in academic preparation. Conversely, a lower mean score of 3.50 for the statement, “The curriculum addresses the diverse needs of all students,” points to a moderate perception of inclusivity within the curriculum. This variance underlines a potential area that could benefit from enhancement, as it suggests that certain students may feel their unique learning needs are inadequately addressed. To address this problem, making the curriculum more adaptable to the diverse backgrounds and learning preferences of students might help establish a more inclusive learning environment.

These findings indicate that while the curriculum successfully pushes students academically, there is room for enhancement in promoting inclusivity. The idea that a well-structured curriculum is essential for getting students ready for future academic endeavors is backed up by Meyer et al. (2018). Furthermore, Gonzales and colleagues (2020) argue that developing a curriculum that adequately prepares students can enhance their academic achievements and boost their self-assurance. Furthermore, Tomlinson (2017) emphasizes the importance of inclusive curricula in increasing student engagement and enhancing educational results. Therefore, it can be concluded that although the current curriculum readies students for future obstacles and increases their self-assurance, prioritizing inclusivity will greatly improve student involvement and overall academic success.

Table 3. Mean Score of the Perceived Curriculum Effectiveness of Grade 10 Students

Legend:

1.00-1.50 Very Highly Ineffective
1.51-2.50 Highly Ineffective
2.51-3.50 Moderately Effective
3.51-4.50 Highly Effective
4.51-5.00 Very Highly Effective

Table 4 provides essential findings regarding the link between instructional time and the effectiveness of the curriculum. The overall Pearson correlation coefficient for instructional time stands at 0.618, revealing a strong positive correlation; as the amount of instructional time increases, so does its effectiveness. The p-value of .000 further reinforces this observation, indicating that the connection is statistically significant and improbable to have occurred by random chance. Additionally, student engagement demonstrates an r-value of 0.509, which indicates a moderate positive correlation with curriculum effectiveness, while the learning environment exhibits an r-value of 0.560, signifying a strong positive correlation as well. These findings imply that increased instructional time boosts student engagement and enhances the learning environment, ultimately resulting in improved educational outcomes.

An examination of these findings shows that instructional time has a significant impact on perceived curriculum effectiveness, supporting previous research that stresses the importance of sufficient instructional time and active student participation (Aquino, 2024). Pino-James et al. (2017) contend that consistent instruction that aligns with learning objectives can yield substantial advancements in student progress. Furthermore, MacDonald et al. (2016) reference the work of Nevenglosky et al. (2019), emphasizing that a well-designed and executed curriculum maximizes the advantages of instructional time. This highlights the necessity of integrating quality instructional time with effective teaching methods to promote meaningful student engagement and improve overall educational results.

Table 4. Correlation of Instructional Time and Curriculum Effectiveness

** Correlation is significant at the 0.01 level (2-tailed).

The information illustrated in Table 5 shows a considerable connection between learner persistence and the effectiveness of the curriculum, as indicated by a Pearson correlation coefficient of 0.574 and a p-value of 0.000. This strong positive association implies that as learner persistence rises, the perceived effectiveness of the curriculum also increases. In contrast, motivation displays a correlation score of 0.456, reflecting a positive but less pronounced relationship with curriculum effectiveness. While motivation is vital for learning, it seems that learner persistence is more crucial. Moreover, support systems show a strong correlation with an r-value of 0.543, emphasizing their significance in improving curriculum effectiveness. Self-efficacy, with an r-value of 0.436, indicates a positive influence but is not as impactful as the other factors. Together, these findings indicate that focusing on learner persistence and robust support systems could greatly enhance educational outcomes.

These results highlight the significant effect of learner persistence on the perceived effectiveness of educational curricula, which aligns with prior research that stresses the importance of ongoing engagement in learning activities. Liao et al. (2023) suggest that students who are motivated and consistently engage with educational resources tend to achieve higher academic results. Alternatively, MacDonald et al. (2016) emphasize that maximizing instructional time and encouraging learner perseverance are crucial tactics for enhancing academic success.. On the other hand, MacDonald et al. (2016) point out that optimizing instructional time and promoting learner persistence are essential strategies for boosting academic achievement. Therefore, the evidence strongly advocates for creating an environment that supports persistence and offers effective support systems, which can lead to enhanced educational performance and outcomes for learners.

Table 5. Correlation of Learner Persistence and Curriculum Effectiveness

** Correlation is significant at the 0.01 level (2-tailed).

CONCLUSIONS AND RECOMMENDATIONS

The paper discussed the impact of instructional time and learner persistence on the curriculum effectiveness for grade 10 students at Bukidnon National High School. The study indicated that learners felt that they had adequate instructional time, were very persistent with their studies, and found the curriculum effective. The linkage between instructional time, learner persistence, and curriculum effectiveness was strong and positive. This, therefore, suggests that when students are given ample time to learn and stay focused, they do better. Areas of improvement still are more about making the environment learning-friendly for all the students.

Provide more instructional time and support students to remain in class longer to make the curriculum more effective. Schools should strive toward providing more time for subjects, and improving the learning environment, such as ensuring that classrooms are clean, quiet, and comfortable. Also, there should be programs intended to enhance student’s motivation and confidence so that students feel capable in their studies. It therefore has to be made flexible enough to accommodate all of them diversely so that everyone will benefit from the curriculum. Improvement for educators can also be made regularly by the students through giving feedback.

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