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Decoding double shift effects on pupils, parents and teachers’ lived experiences: Alternative inputs for policy improvement

Year: 2018

Type: article

Abstract: This study explored the impact of a month-long morning and afternoon shifting class sessions for the grade four students and teachers including how the students' parents perceive the double-shift class system to be.It employed an exploratory qualitative case study approach in examining participants' views, adjustments, and experiences toward the morning and afternoon shifting session.Multiple data from teachers' focus group discussions, students' journal entries, and survey of parents' views were both triangulated and thematically analyzed.Outside the context of densely populated areas where double shifts are common, findings relatively revealed more favorable conditions for students' activities and behaviors inside and outside the schools, combination of more positive thoughts than dissenting views of parents, and generally more favorable instructional and preparation related affordances for teachers.Lessons, adjustments and insights found are also shared in the process.

Source: International Journal of Research Studies in Education

DOI: 10.5861/ijrse.2018.3009

Authors: Reynald M. Cacho, Lynle C. Cacho, Marlon M. Raňeses

Institution: Philippine Normal University

Language: English

Topic: Educational Environments and Student Outcomes

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W2804773736