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

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Listed:
  • Fely V. Alajar

    (Teacher III, Bukidnon National High School)

  • Dr. James L. Paglinawan

    (Faculty, Central Mindanao University)

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.

Suggested Citation

  • Fely V. Alajar & Dr. James L. Paglinawan, 2024. "Beyond the Bell: The Role of Instructional Time and Learner Persistence in Shaping Effective Public-School Curricula," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(11), pages 3123-3132, November.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:11:p:3123-3132
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    References listed on IDEAS

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    1. Maria A. Cattaneo & Chantal Oggenfuss & Stefan C. Wolter, 2017. "The more, the better? The impact of instructional time on student performance," Education Economics, Taylor & Francis Journals, vol. 25(5), pages 433-445, September.
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