Exploring the Impact of Double-Shift and Single-Shift Classes on Academic Progress and Well-Being of Grade I Pupils: An Action Research Study

Abstract

The main objectives of the study are to determine the level of academic and classroom performance, classroom social interaction, and the significant differences between Grade I pupils of double-shift and single-shift classes. A descriptive research design was employed to describe the academic performance, classroom performance, and classroom social interaction of pupils in double-shift and single-shift classes. Participants of the study were the 39 Grade I-Petunia, 35 Grade I-Rafflesia, 39 Grade I-Petunia who are in a double-shift class program, 37 Grade I Birds of Paradise pupils, 35 Grade I Sampaguita pupils and 37 Grade I Zinnia pupils who are in the single-shift classes, and the 28 Grade I teachers of Valencia City Central School, District IA, Division of Valencia City in the first quarter, in the school year 2024-2025. Moreover, Grade I pupils in double-shift and single-shift classes are at the level of developing in academic performance, classroom performance, and classroom social interaction. Finally, no significant differences exist in academic performance, classroom performance, and classroom social interaction in double-shift and single-shift classes.