The Impact of Night Shift Classes on the Academic Performance of the BEED

Students at Daraga Community College

A Research Proposal Presented to the

Faculty of the Daraga Community College Salvacion, Daraga, Albay
In Partial Fulfillment of the Requirements for the Degree in
Bachelor of Elementary Education

ALWIN Ll. AUDITOR

DANICA A. DAEN
JAMIE JOY M. CALDERON
JOHN PAUL L. LLANZANA
RICA MAE C. BUENDIA
RUSSEL JOHN LOMANGAYA

FEBRUARY, 2023

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 CHAPTER 1

The Problem

Introduction

Teaching-learning processes involve three basic elements referring to the learners, the

teacher and parent. The school would be viewed as an organized schedule where basic Education

curriculum is implemented. It is a formal structured organization which serves as a transitional

stage in life between family and the teacher conversely includes the school.

Studying night shift can disrupt an individual’s sleep schedule which can lead to sleep

deprivation and fatigue. This can affect their ability to concentrate retain information and

perform well academically. Additionally, shift work can disrupt and individual’s social life and

lead to feelings of isolation and loneliness which can also negatively impact their academic

performance. Studies have shown that individuals who work night shift are at a higher risk of

developing physical and mental health problems such as obesity, diabetes, depression and

anxiety. This health issues can also impact an individual academic performance also effect the

academic performance for individuals who works shift job particularly those who are enrolled in

academic programs.

Individuals who study at night shift often have irregular schedule making if difficult to

attend classes and study at consistent times. This lack of consistency can lead to difficulties in

keeping up with coursework and can negatively impact academic performance. Night shift

classes have become a common practice in many educational institutions including the Daraga

Community College. The system allows the institution to cater to the need of students who may

have other commitments during the day, such as works or family responsibilities

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 The assessment of the student achievement in the teaching-learning process is a constant

concern for teacher. Part of teaching is checking and judging student performance to assess

learning outcome, which is reflect the teacher’ efficacy and professional ability. Another factor

related to student academic performance is the impact of their class in the schedule on their

sleep-wake cycle and other biological myths. Signs of sleep-wake cycle irregularities or partial

sleep deprivation include decreased alertness and concentration while performing school

activities at night. Disturbance of the sleep-wake cycle can cause behavioral and mood change

such as increased irritability and anxiety, daytime sleepiness and increased duration of sleep on

weekends.

Daraga Community College, is an academic institution that provides quality education to

student from different walks of life. One of the factors that can affect the academic performance

of student is their class schedule, specially whether they attend night shift classes. In this paper,

we aim to identify and explore the impact of the night shift classes on the academic reference of

the Bachelor of Elementary Education at Daraga Community College. We will examine aspect

that affects to the academic performance of the students. We hope that our findings will provide

awareness that can help educators and administrators make informed decisions about class

scheduling and support solution that can improve the academic performance of students at

Daraga Community College.

Statement of the problem

In this research entitled “The Impact of Night Shift Classes to the Academic Performance

of the BEED Students at Daraga Community College” it determines the importance of knowing

the impact of night shift classes. Moreover, this study tries to identify and understand the factors

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that affect to the academic performance of the Bachelor of Elementary Education due of the

night shift classes. Specifically, the problem is sought to answer the following sub-problems.

1. What are the demographic profile of the students in night shift in terms of:

a. Family incomes

b. Age

c. Level

2. What are the impact of night shift classes on the academic performance to the BEED

students at Daraga Community College?

3. What are the factors affecting to the academic performance to the BEED students

causes by the night shift classes?

Scope and Delimitation

Out of 50 students of the BEED 3rd year block 1, 20 students were used as a respondent in

conducting the survey. This study limits its coverage among the 3 rd year BEED block 1 students

of the Daraga Community College only. Its main purpose is to know the impact of the night

classes to their academic performance.

Research Gap Addressed

Since the goal of this study is to understand how BEED students' academic performance

is impacted by their attendance at night classes, it essentially bridges this gap by identifying the

student's demographic profile and the factors that the night classes are responsible for affecting.

Furthermore, defining the contribution of this study on how the student will adapt or adjust due

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to the impact of the night shift classes that can affect to their academic performance is a vital

bridge filling the gap.

Significance of the Study

This present research is beneficial to the following;

STUDENTS. Through this research, the students are able to gain some information on how they

can cope up and adjust on the night classes, and they are able to know the factors can affect their

academic performance.

PARENTS. This research will give awareness about the struggles that their children are facing

caused by the night shift classes. Also, they are able to assess if where areas they can help their

children.

TEACHERS. Through this research, teachers are able to identify which method or strategies

they have to improve in order to become more effective to contribute to the academic

performances of their students.

COMMUNITY. This study will give information about the impact of night shift classes to the

academic performance of the students.

FUTURE RESEARCHERS. Future researchers will benefit from this research.

This will be their guidance and ideas for the rest of the research.

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 CHAPTER 2

Review of the Related Literature and Studies

This chapter includes Related Literature, Studies , and resources that are relevant to the

study and aid in familiarizing readers with the subject matter. These details and information were

gathered from an article and a website.

Related Literature

Pérez-Olmos and Ibáñez-Pinilla (2014) found that sleep deprivation due to night shift

work had a negative impact on attention performance in medical students. In this study, we

analyze how the night shift affects students who work shifts in terms of psychomotor

performance, sleepiness, and fatigue. We also assess if factors such as poor sleep quality, sex,

age, or years on the job may affect how well students adjust to shift work. At the conclusion of

three shifts (morning, afternoon, and night), eighty-six nurses working 8-hour, rapidly rotating

shifts were assessed for sleepiness and fatigue. After the night shift, sleepiness as determined by

the Karolinska Sleepiness Scale and fatigue as determined by the Tiredness Symptoms Scale

were more pronounced. Lower attentional performance on the psychomotor vigilance task (PVT)

after the night shift coincided with these increases. Lower sleep quality had an impact on PVT

performance following the night shift, although sex, age, and years on the job did not.

According to Hu, X., Huang, S., and Dearing, E. (2018) The academic performance and

learning preferences of university students enrolled in nighttime classes are examined in this

study. It studies elements such as student characteristics, academic behaviors, and satisfaction

with nighttime sessions. The findings provide insights into the relationship between nighttime

programs and academic attainment.

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 According to Kirmil-Gray, Eagleston, Gibson, & Thoreson studied a population of 277

high school students and based on their answers to a questionnaire, categorized the students as

good sleepers, occasional poor sleepers, or chronic poor sleepers. The researchers found that

poor sleepers exhibited more cognitive and behavioral signs of daytime stress than good sleepers,

but the study did not assess the effects of sleep on academic performance.

Dewald-Kaufmann, J., et al. (2020) state that the ongoing research explores the

connection between academic achievement and sleep quality, as well as the mediation function

of cognitive functioning. It looks into the potential effects on academic performance of irregular

sleep patterns, such as those brought on by night shift employment or evening classes.

The results emphasize the significance of good sleep in terms of students' academic performance.

Shift work and health a critical review of the literature" by Kecklund and Axelsson

(2016). This comprehensive review examines the effects of shift work on various health

outcomes, including sleep disturbances, cardiovascular disease, and cancer.

"The impact of shift work on cognitive functions and oxidative stress" by Atkinson et al.

(2018). This study investigates the effect of shift work on cognitive function and oxidative stress,

which is associated with aging and chronic diseases.

"Night shift work and breast cancer incidence: three prospective studies and meta-

analysis of published studies" by Wang et al. (2016). This study found that night shift work is

associated with an increased risk of breast cancer, and the risk increases with the duration of

night shift work.

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 "The effects of shift work on physical and mental health" by Bambra et al. (2011). This

review summarizes the literature on the effects of shift work on physical and mental health,

including cardiovascular

Sleep and circadian rhythm disruption: Night shift workers often experience sleep

disturbances and circadian rhythm disruption, which can have negative effects on their physical

and mental health (Kecklund & Axelsson, 2016).

Cardiovascular health: Studies have shown that night shift work is associated with an

increased risk of cardiovascular disease, including hypertension, heart attacks, and stroke (Wang

et al., 2019). muscular disease, gastrointestinal disorders, depression, and anxiety.

Related Studies

One study conducted by the National Sleep foundation in 2014 found that college student

who reported getting sufficient sleep ( at least 7 hours per night ) had higher GPA than those who

reported inadequate sleep. The study also found that students to had more irregular sleep

schedules tended to have lower GPA (Grade Point Average)

Another study published in the journal of sleep research 2017 found that high school

students who had later starts times for school (i.e, starting classes later in the morning) had

higher academic achievement that those who had earlier start times. This suggest that the timing

of classes may have an impact an academic performance.

A study published in the Journal of College Student Retention in 2017 examined the

effect of might classes on academic performance among college students. The study found that

students who took night classes tended to have lower GPAs than those who took day classes.

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However, the study did not control for other factors that could have influenced academic

performance, such as work schedules of family responsibilities.

A review of several studies on shift work and academic performance, published in the

Journal of Educational Psychology in 2018, concluded that the impact of shift work on academic

performance may depend on a variety of factors, including the specific type of shift work, the

frequency of the shift work, the age and gender of the worker, and individual differences in sleep

quality and circadian rhythm.

Several studies have been conducted to investigate the impact of day and night shift

classes on the academic performance of students. While there is no clear consensus on the

effects, some studies suggest that night shift classes may have a negative impact on academic

performance.

Several studies have been conducted on the impact of shift work and irregular sleep

schedules on cognitive function and academic performance. The results of these studies have

been mixed, with some studies suggesting that night shift workers or those with irregular sleep

schedules experience a decline in cognitive function and academic performance, while others

find little to no impact.

Study conducted by researchers at the University of Alabama found that students who

worked night shifts had lower grade point averages (GPAs) than those who did not work at all or

worked during the day. Another study published in the Journal of Adolescent Health found that

adolescent students who worked night shifts had lower academic performance and attendance

rates compared to those who did not work or worked during the day. However, other studies

have found conflicting results. For instance, a study published in the Journal of Nursing

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Education found no significant differences in academic performance between nursing students

who worked day shifts versus those who worked evening or night shifts. While there is some

evidence to suggest that night shifts may have a negative impact on academic performance, more

research is needed to fully understand the relationship between shift work and academic success.

Other factors such as individual differences, job demands, and work-family conflicts may also

influence academic performance in shift workers.

Studies have shown that the time of day when a student attends classes can affect their

academic performance. For example, some students may be more alert and focused in the

morning, while others may be more productive in the afternoon or evening.

Additionally, attending classes during the night shift can be particularly challenging for

some students. Lack of sleep, disruptions to circadian rhythms, and the added stress of working

or attending classes during non-traditional hours can all contribute to decreased academic

performance. However, it is important to note that every student is unique, and their individual

experiences may differ. Some students may thrive in night shift classes, while others may

struggle with morning classes.

Ultimately, the impact of day and night shift classes on academic performance will

depend on a variety of factors, including the student's individual sleep patterns, study habits, and

personal preferences. It is important for students to prioritize their health and well-being, and to

work with their instructors and academic advisors to create a schedule that best supports their

academic success. A study conducted in the Philippines found that students who attended night

classes had lower academic performance compared to those who attended day classes. The study

attributed this to factors such as fatigue, lack of sleep, and disruptions to the students' daily

routines. Another study conducted in Turkey found that students who attended night classes had

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similar academic performance to those who attended day classes. However, the study noted that

students who attended night classes reported higher levels of stress and anxiety compared to

those who attended day classes. A study conducted in the United States found that there was no

significant difference in academic performance between students who attended day and night

classes. However, the study did note that students who attended night classes reported feeling

more tired and stressed compared to those who attended day classes. A study conducted in India

found that students who attended night classes had lower academic performance compared to

those who attended day classes. The study attributed this to factors such as disrupted sleep

patterns, poor eating habits, and increased stress. A meta-analysis of studies conducted on this

topic found that there is no conclusive evidence to suggest that attending day or night classes has

a significant impact on academic performance. However, the meta-analysis noted that students

who attend night classes are more likely to experience sleep disturbances, fatigue, and stress.

Synthesis of the State of the Art

Recent literature and studies reviewed focus on the importance of night and day shift on

academic performance, including day and night shifts, has been linked to negative impacts on

individuals' health and well-being, as well as their cognitive and academic performance. The

impact of day and night shift classes on academic performance has been the subject of several

studies

A review of the literature suggests that students who attend day and night shift classes

may experience negative effects on their academic performance. For example, a study by

Roenneberg et al. (2007) found that students who attend early morning classes have lower

academic performance than those who attend later classes. Furthermore, a study by Guo et al.

(2019) found that students who attend night shift classes have lower academic performance than

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those who attend day shift classes. The study also found that students who attend both day and

night shift classes experience even lower academic performance than those who attend only one

type of class.

Other factors such as sleep quality and quantity, stress, and lifestyle habits have also been found

to impact academic performance among shift workers. For example, a study by Suen et al.

(2010) found that shift workers who report poor sleep quality are more likely to experience

cognitive impairment and lower academic performance.

In conclusion, the available literature suggests that day and night shift classes may have a

negative impact on academic performance. Students who attend these classes may be at greater

risk of experiencing cognitive impairment and lower academic performance than those who

attend classes during regular daytime hours. Factors such as sleep quality and quantity, stress,

and lifestyle habits may also play a role in academic performance among shift workers.

Overall, the literature on the impact of day and night shift classes on academic performance is

limited, and further research is needed to understand the relationship between class schedules,

sleep patterns and academic achievement.

Overall, the literature suggests that night shift work can have negative effects on health, well-

being, and job performance, and that employers should take steps to mitigate these effects.

Overall, the research on the impact of day and night shift classes on academic performance is

mixed. While some studies have found that attending night classes can have a negative impact on

academic performance, others have found no significant difference between day and night

classes. However, it is clear that attending night classes can have a negative impact on students'

overall well-being, including sleep, stress levels, and mental health.

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Theoretical framework

The Sleep Deprivation Theory posits that a lack of sufficient sleep can have negative

effects on cognitive functioning and performance. When individuals do not get enough sleep,

they may experience difficulties with attention, memory, decision-making, and other cognitive

processes that are essential for academic success.

In the context of the impact of the night shift classes to the academic performance of

Bachelor of Elementary Education students at Daraga Community College, the Sleep

Deprivation Theory suggests that students who attend classes during non-traditional hours may

be more likely to experience sleep deprivation, which could negatively impact their academic

performance.

For example, students who attend night shift classes may have difficulty falling asleep during the

day, which could lead to daytime sleepiness, decreased concentration, and reduced motivation to

study. Similarly, students who attend day shift classes after working night shifts may also

experience sleep disturbances and fatigue, which could negatively impact their academic

performance.

Overall, the Sleep Deprivation Theory suggests that sleep plays a critical role in academic

performance, and that students who do not get sufficient sleep may be at a disadvantage when it

comes to achieving academic success. Therefore, it is important for educational institutions like

DCOMC to consider the potential impact of day and night shift classes on student sleep patterns,

and to take steps to promote healthy sleep habits and mitigate the negative effects of sleep

deprivation on academic performance.

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 SlepD
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SlepingP
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orkingStudents Studyhabit

Figure 1.Theoretical Paradigm

Conceptual Framework

Adhering with the theoretical framework, Figure 2 illustrates the research process

regarding of the assessment of the Night shift classes, its relationship to the academic

performance of the Bachelor of Elementary Education student at Daraga Community College

(DCOMC)

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 Input Process Output/Result

Data Gathering: Identified and

Identify the describe the

1. Prepare survey
impact of night impact of night
questionnaire.
shift classes and shift classes on
2. Prepare
know the factors the academic
Administration of
that affects to the performance of
questionnaire
academic the BEED
checklist
performance students at

3. Documentation Daraga

Community

College

Figure 2.

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 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter describes in detail the methods and strategy that was used by the researcher

in conducting the research. This section tackles the research method, research instrument,

sources of data, and the data gathering procedure.

Research Method

In this research, the researchers use the qualitative method and likert scale because the

research objectives require a narration results. A Likert scale is a rating scale used to measure opinions,

attitudes, or behaviors.

Research Instrument

In this research, the research instrument employed for this study is the checklist

questionnaire. The questionnaires were delivered in random sampling to the 20 students of 3 rd

year Bachelor of Elementary Education block 1. Ten (10) of the respondents are boys and ten

(10) of the respondents are girls in a total of 20 respondents.

Sources of Data

The primary and secondary sources of data were drawn in obtaining the essential data needed in

this research. The primary sources were the chosen 20 students from 3 rd year Bachelor of

Elementary Education block 1 of Daraga Community College. Books, articles, unpublished

thesis, and internet were the secondary sources of data.

Data Gathering Procedure

In gathering data, the researchers ask for an approval from the college dean of the Daraga

Community College to conduct the study. The researchers a survey checklist questionnaire, the

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questionnaire is composed of 15 questions that are connected to their study. Each of the students

are given the same questionnaire to answer.