Improvement of Time skills of Grade 3 Elementary Students through "Time

Drop"

A Quantitative Research Paper

Presented to the faculty of Senior High School Department

MALOCO NATIONAL HIGH SCHOOL

Maloco, Ibajay, Aklan

In partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

Group 4

Erlyn E. Cristobal

Cherry Anne S. Barrientos

Aliamae O. Dano

Ezequiel L. Oirada
 CHAPTER II

Improvement of Time skills of Grade 3 Elementary Students

Successful students are able to use their time effectively to get their work

done. Teachers often encourage their students to use their time wisely and

be efficient in their work habits without explicitly telling them how to do so.

Providing explicit lessons on understanding time can be particularly

challenging for new teachers, but there are several simple ways to teach

students what time feels like. These lessons will make it much easier for

students to independently self-monitor and better organize their time. Ways

to teach time Encourage estimation, Use a visual, Set a minimum,

Incorporate silent time, Try half timed and half not. Andrew Ayers,

Amelia Glauber (November 17, 2022). Time demands faced by school principals

make principals’ work increasingly difficult. Research outside education suggests

that effective time management skills may help principals meet job demands,

reduce job stress, and improve their performance. The purpose of this paper is to

investigate these hypotheses. Jason A. Grissom, Susanna Loeb, Hajime Mitani

(7 September 2015). The knowledge society determines a work scenario in which

it is essential to manage time efficiently; a non-innate skill that should be learned at

the university. The paper aims to discuss this issue. Maria Alvarez Sainz, Ana M.

Ferrero, Arantza Ugidos (8 February 2019). This experience report describes

the delivery of round-the-clock help to students using Discord (a popular messaging

in the course learn full-stack web development using Ruby on Rails and PostgreSQL,

and work in teams to develop web applications. Our central goal in offering round-

the-clock help using Discord was to increase the amount of help that students

receive from teachers (i.e., teaching assistants and the instructor). Indeed, we

found that our 24/7-Discord approach led to a considerable increase in the amount

of student-teacher interaction versus the approach used previously, which

emphasized in-person office hours and a question-and-answer forum in Piazza.

Moreover, students from underrepresented groups in computer science interacted

with teachers at a rate comparable to other students, and we received consistently

positive feedback from students regarding the approach. We also made several key

observations about when students tended to seek help, including that they sought

help the most between 7:00 p.m. and midnight, that help seeking spiked right

before deadlines, that students posted the fewest help messages on weekends, and

that students posted significantly more messages during the first half of the course,

which emphasized skills assignments, versus the second half, which focused on

team project work. Kathryn Briston, Jeffrey Atkinson, Scott D. Fleming (22

February 2022). The action research project report began when the teacher

researchers determined that students at Sites A and B struggled with reading

achievement. The purpose of the project was to improve students' reading

achievement through increased motivation, specific skill instruction, and additional

practice time. The project involved 26 students: 17 second-grade students, 4 first-

grade students, 4 third-grade students, and 1 fifth-grade student. The project began

January 21st, 2008 and ran through May 16th, 2008 with 12 weeks of intervention.

Students' low reading achievement was demonstrated by a lack in reading practice

literacy skills appropriate to their grade level. The teacher researchers used a

Student Attitude Survey, Teacher Questionnaire, Accelerated Reader scores, and

data from the Measure of Academic Progress reports to document evidence of the

problem. The Accelerated Reader scores and Measure of Academic Progress report

tools showed that reading achievement was low compared to grade level peers. The

Student Attitude Survey showed that motivation and interest in reading were areas

in need of improvement. The Teacher Questionnaire showed that a teacher's years

of experience correlated to confidence and ability in the area of reading instruction.

The teacher researchers chose Reading Parties, specific skill instruction, and self-to-

text connections for intervention. The Reading Parties were a block of time once a

week where students could read books at their level in a comfortable atmosphere.

Specific skill instruction consisted of mini lessons on phonics, comprehension, and

vocabulary that gave students the tools they needed to read books. The final

intervention was teaching students how to make self-to-text connections. This

enabled them to further comprehend and enjoy the books they were reading. One of

the most notable changes was the increase students that chose reading as their

preferred activity. Another notable change was that all students showed growth in

the Accelerated Reader scores. Students approached reading and books in a

different, more positive, manner after the interventions. The teacher researchers

saw positive results in the data as well as in daily interactions with students.

Students were more apt to pick up a book, enjoyed their silent reading time, applied

skills to read more difficult books, and shared their readings with peers. (Nine

appendixes are included: (1) Student Attitude Survey; (2) Teacher Questionnaire; (3)

Sample Accelerated Reader Report; (4) Measure of Academic Progress Class Report
Sample; (5) Reading Party Rating Cards; (6) Reading Party Passport; (7) Phonic

Charts; (8) Comprehension Quickie; and (9) Text-to-Text Connections. (Contains 8

tables and 22 graphs.) [Master of Arts Action Research Project, Saint Xavier

University. (Ecklund, Britt K.; Lamon, Kathryn M. ,2008-Dec). How can more

time in school lead to more learning and, by extension, greater success in life? As

this report will highlight, both research and practice indicate that adding time to the

school day and/or year can have a meaningfully positive impact on student

proficiency and, indeed, upon a child's entire educational experience. Such

enhancement can be especially consequential for economically disadvantaged

students, who tend to enter school trailing behind their more affluent peers

academically, continue to lag as they proceed through each grade, and have fewer

opportunities outside of school for learning. For these millions of students, more

time in school can be a path to equity. The evidence makes clear that expanding

school time holds this potential because, when planned and implemented well, it

confers three distinct, though interdependent, benefits to both students and

teachers: (1) More engaged time in academic classes, allowing broader and deeper

coverage of curricula, as well as more individualized learning support; (2) More

dedicated time for teacher collaboration and embedded professional development

that enable educators to strengthen instruction and develop a shared commitment

to upholding high expectations; and (3) More time devoted to enrichment classes

and activities that expand students' educational experiences and boost

engagement in school. This report explores these three benefits, which emerge as a

redesigned education, built upon a longer school day and year, opens up new

learning and growth opportunities. Using a mix of formal research inquiries and

effective practices studies from the field, evidence is considered that demonstrates
how time relates to each of the three benefits. Along with explicating the value that

more time in schools can bring, the research also makes clear that time is a

resource which must be used well and in concert with a continuous focus on quality

implementation to realize its full potential. [This is an updated report from 2012. For

the 2012 report "The Case for Improving and Expanding Time in School: A Review of

Key Research and Practice," see ED534894.] (Farbman, David A, 2015-Feb). The

aim of this study was to carry out action research to investigate reading

comprehension skills when using the SQ3R reading comprehension strategy. To that

end, this strategy was used for improving the reading comprehension skills of 7

primary school 4th grade students who had problems with these skills. An action

plan was prepared for 3hours a day on 3days a week for a period of 10 weeks. In

the intervention process, the first author carried out this intervention with a

classroom teacher. In this research, "Teacher's Diaries" and three different written

forms, namely the "Reading Comprehension Test", "Student Interview Form" and

"Student Observation Form" were used as data collection tools to provide research

credibility. The results indicated that that the SQ3R-based reading program

increased students' reading comprehension level. In light of data obtained from this

study, student's ability to analyze texts visually, and their predictive and note-

taking skills were found to be improved. (Bulut, AydinUniversal Journal of

Educational Publication Date: 2017 Research, v5 n1 p23-30 2017). Using a

randomized controlled trial, we tested a new teacher professional development

program for increasing the language and literacy skills of young Latino English

learners with 45 teachers and 105 students in 12 elementary schools. School-based

teams randomly assigned to the intervention received professional development

focused on cultural wealth, high-impact instructional strategies, and a framework

assessed students individually at the beginning and end of the school year using

the Woodcock Muñoz Language Survey (WMLS). Using an intent-to-treat (ITT)

analysis, we found effects for the intervention on teachers’ implementation of high-

impact instructional strategies and students’ language and literacy skills.( Leslie

M. BabinskiSteven J. AmendumLeslie M. Babinski, Steven

J. Amendum, Steven E. Knotek, Marta Sánchez,

and Patrick Malone September 19, 2017.)

Time Drop

Because MOOCs offer complete logs of student activities for each student there is

hope that it may be possible to find out which activities are the most useful for

learning. We start this quest by examining correlations between time spent on

specific course resources and various measures of student performance: score on

assessments, skill as defined by Item Response Theory, improvement in skill over

the period of the course, and conceptual improvement as measured by a pre-post

test. We study two MOOCs offered on [Link] by MIT faculty: Circuits and

Electronics (6.002x) and Mechanics Review ([Link]). Surprisingly, we find strong

negative correlations in 6.002x between student skill and resource use; we attribute

these findings to the fact that students with higher initial skills can do the exercises
faster and with less time spent on instructional resources. We find weak or slightly

negative correlations between relative improvement and resource use in 6.002x.

The correlations with learning are stronger for conceptual knowledge in [Link] than

with relative improvement, but similar for all course activities (except that eText

checkpoint questions correlate more strongly with relative improvement). Clearly,

the wide distribution of demographics and initial skill in MOOCs challenges us to

isolate the habits of learning and resource use that correlate with learning for

different students. John Champaign, Kimberly F. Colvin, Alwina Liu, Colin

Fredericks, Daniel Seaton, David E. Pritchard (04 March 2014). Time

Management Skills and Student Performance in Online CoursesIt has been said that

“A goal without a plan is just a wish.” (Antoine de Saint-Exupéry). Aseducators, we

have the almost daily task of turning the wishes that come with education into

therealities of degrees and careers. In part, we accomplish this by requiring

students to plan - that isto use their time effectively to accomplish course goals and

[Link] research by the authors revealed that students had to learn to

manage their time in orderto be successful. Furthermore, many students indicated

that their time management skills hadimproved from taking online courses. Because

of the extensive time required to develop andimplement online courses, instructors

need to consider which features are most important to theirofferings for student

development. Whereas course content and homework require extensivetime, they

are baseline features that are important to the course offering, other features

weredeemed important too including instructor notices, course calendars,

homework solutions, andidentification of course requirements at the course onset

(e.g. a syllabus). Other features werefound to be of less perceived benefit including

discussion boards, chapter study guides,orientation materials, and on-campus

within this framework, it is desirableto understand those time management skills

that can both be emphasized in our classes and alsobe useful to the students. Thus,

as a follow-up, the authors explored time management skillsemployed by students.

Based on imbedded questions in the time management survey, studentswere

assigned a score for their time management skills. The intent was to review the

relationshipbetween these scores and features that are unique to online and/or

face-to-face courses. Thesurvey was completed by 191 students enrolled in five

undergraduate courses, including coursesin computer information systems,

computer engineering technology, merchandising systems,statistics, and

[Link] the results of the survey and related literature, the current study

explores these timemanagement skills and their relationship to course features. The

paper addresses issues such asthe following.  What are the specific time

management skills that are utilized by students?  Are the identifiable

characteristics of students who are proficient (as indicated by their TM score) in

these time management skills?  Are these skills related to course design features?

Results of the research are presented with implications for on-line delivery of

courses. 1(Susan L. Miertschin University of Houston (CoT), Carole E.

Goodson University of Houston (CoT), Barbara Louise Stewart University

of Houston (June 14, 2015). The purpose of time is to provide a way of

measuring and ordering events and processes. Time enables us to track changes, to

compare.

durations, and to predict future occurrences. It allows us to coordinate our activities

with others, to plan for the future, and to reflect on the past. Ajay Gokhale (Feb

18, 2023). the measured or measurable period during which an action, process, or
condition exists or continues : duration. b.: a nonspatial continuum that is measured

in terms of events which succeed one another from past through present to future.

.Merriam-webster . I-Timesheets Time Clock Interface uses web technology to

modernise traditional employee punch in/out time clocks.

Using i-Timesheets, Customers can setup a web-based Time Clock on virtually any

device that supports an industry standard web browser and is connected to the

Internet.

Information captured is immediately available to Administrators using our flagship

time tracking and management solution – i-Timesheets. This live information is

available for analysis, reporting and integration with accounting systems including

MYOB, QuickBooks and Xero. [Link]/time . In this project, we are

developing an Intellectual properties (IP) which is a dedicated real-time clock (RTC)

system for a wireless microcontroller. This IP is developed using Verilog Hardware

Description Language (Verilog HDL) and being simulated using Quartus II and

Synopsys software. This RTC will be used in microcontroller system to provide

precise time and date which can be used for various applications. It plays a very

important role in the real-time systems like digital clock, attendance system, digital

camera and more. ([Link] 22 November 2017).

The circadian system plays an important role in aligning biological processes with

the external time of day. A range of physiological functions are governed by the

circadian cycle, including memory processes, yet little is understood about how the

clock interfaces with memory at a molecular level. The molecular circadian clock

consists of four key genes/gene families, Period, Clock, Cryptochrome, and Bmal1,

that rhythmically cycle in an ongoing transcription-translation negative feedback

body. In addition to their roles in generating the circadian rhythm within the brain’s

master pacemaker (the suprachiasmatic nucleus), recent research has suggested

that these clock genes may function locally within memory-relevant brain regions to

modulate memory across the day/night cycle. This review will discuss how these

clock genes function both within the brain’s central clock and within memory-

relevant brain regions to exert circadian control over memory processes. For each

core clock gene, we describe the current research that demonstrates a potential

role in memory and outline how these clock genes might interface with cascades

known to support long-term memory formation. Together, the research suggests

that clock genes function locally within satellite clocks across the brain to exert

circadian control over long-term memory formation and possibly other biological

processes. Understanding how clock genes might interface with local molecular

cascades in the hippocampus and other brain regions is a critical step toward

developing treatments for the myriad disorders marked by dysfunction of both the

circadian system and cognitive processes. Chad W. Smies, Kasuni

K. Bodinayake, Janine L. Kwapis September 2022,). As we are living in the

world of embedded systems, it is a necessary responsibility of an engineer to

reduce its cost and increase the performance. To do this job one of the many

solutions is creating our own intellectual properties (IPs). In real time embedded

system designs, real time clock plays a main key role. Moreover, the technology is

improving day by day from 180nm to 28nm and much beyond. Therefore, there is a

lots of demand for IPs in respective technology nodes. To keep this demand in view,

the proposed paper is discussed on the design and implementation of custom IP for

real time clock. The design is implemented in 28nm technology. The proposed
custom IP for real time clock (RTC) will be widely used for diverse real time

embedded systems.( IEEE 2019 Third International Conference on Inventive

Systems and Control (ICISC)).

References
 Improvement of Time skills of Grade 3 Elementary Students

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Synthesis
 is like balancing the time. The relationship among time, work and learning is

governed by specific goals and objectives. But even within specific sets of goals,

time can be apportioned in various ways. However, there so called “sets of goals”

can potentially be the cause of student poor time management skills. Previous

research by the authors revealed that student had to learn to manage their time to

order to be successful. Using Time sheet ,student can setup a web-base time Clock

on virtual any device that support an industry standard web browser and is

connected to the internet. This research aims to determine the improvement of

Time skill of Grade 3 students through Time Drop.

Charter III

Research Instrument
This research will be a purposive sampling technique and it will be

conducted with survey questionnaires in Maloco Elementary School and

the respondent will be the Grade 3 student.

Data Analysis

[Link] will be use to present and analyze data gathering and

demographic profile of the residents

2. Weighted mean will be computed to present the responses of each

respondent to the questionnaires and their improvement of time skills

score while standard of deviation will be used to determine the degree of

variability in these values. This mean shall be interpreted as follows.

[Link] person product moment correlation coefficient will be used to

determine the degree of relationships between Time Drop and

Improvement of time skills. The correlation coefficient will be interpreted

as follows (DelaCruz, 2005).

Partisipants
The target population of the study will be Elementary School Student

during the third term of academic year2023-2024 of Maloco Elementary

School. These students belong to an energetic and hardworking and have

a tendency to push themselves to their limits. Elementary learners have

energy and enthusiasm.

The sample will be randomly selected throughout stratified random

sampling with the Grade 3 Elementary Student being used to define

groups and SPSS to randomly determine the sample.

The target population of the study will be the Elementary School Student

during the third semester of academic year 2023-24 of Maloco Elementary

School.
 Data Collection

1. The research shall seek the permission of the authors of the

instruments that will be adopted in this study.

2. The research will secure permission of the school to obtain a list of

Elementary students from Grade 3Student which the sample will be

selected. Also, a permission to conduct data collection will be sought

from the concerned officials of the school.

3. The questionnaires shall be distributed to the selected sample

during one of their classes with permission from the facilitating

teachers and the note of approval of the school.

4. Questionnaires shall be retrieved the same day as they were given

to ensure a higher return percentage of questionnaires.

Research Design
This study is quantitative research since the research questions is

relating to different sizes or number of things.

Specifically, the study is correlational as it between the use of Time

Drop and Improvement of time skills of Grade 3 Elementary Students

and asses whether the degree of association between these

variables are significant.

Prutah Bhandari (2021) defines correlational design investigates

relation ship between variables without the researcher controlling or

manipulating any of them.