1

I. INTRODUCTION

The Philippine educational system has long faced the challenge of

adequately preparing students with the skills required for the twenty-first century

(Estrellado, 2024). This issue is especially critical in the Technical-Vocational-

Livelihood (TVL) track, where hands-on practice and experiential learning are

vital for effective skill development. Unfortunately, the standard 60-minute class

period often falls short of allowing students to achieve comprehensive mastery of

these practical skills. Consequently, extended class durations are essential for

TVL ICT students to enhance their skill acquisition and development.

The 50-minute class session model, while intended to provide a more

focused learning experience, can sometimes limit engagement with complex

topics. Although shorter sessions may help maintain student attention, they can

also accelerate the learning process, reducing the time available for thorough

exploration of concepts (Dills & Hernandez-Julian; Carrel et al., 2011). Instructors

may feel compelled to prioritize efficiency over depth, which could impede the

development of critical thinking and adaptability (Dills & Hernandez-Julian, 2011).

While this model promotes interactive teaching, the condensed timeframe may

not always facilitate meaningful collaboration, potentially resulting in gaps in

understanding and practical application. Consequently, this time-efficient

approach might sacrifice deeper learning and long-term retention.

The MATATAG agenda, "Bansang Makabata, Batang Makabansa” is the

cornerstone of the current administration's education strategy, addressing

fundamental challenges in basic education. This agenda focuses on making the

 2

curriculum more relevant, accelerating the delivery of educational facilities and

services, ensuring learner well-being and inclusivity, and providing support to

teachers. This study examines the challenges and implications associated with

the implementation of the MATATAG Curriculum, a significant educational reform

initiative in the Philippines. Through an integrative literature review,

encompassing academic research, news articles, and policy documents, key

findings highlight the multifaceted nature of challenges, including teacher

readiness, support systems, inclusive education, and equity concerns. The study

emphasizes the critical importance of continuous monitoring and evaluation

mechanisms to assess curriculum effectiveness and address emerging

obstacles. Recommendations include investing in comprehensive teacher

training, enhancing support systems, and promoting inclusive practices to ensure

the success of the MATATAG Curriculum. (Osias Kit Kilag, Glenn Andrin,

Cynthia Abellanosa, Marlon Villaver Jr, Francisca Uy, John Michael Sasan,

(2024))

MATATAG stands for (1) Make the curriculum relevant to produce

competent, job-ready, active, and responsible citizens; (2) Take steps to

accelerate the delivery of basic education facilities and services; (3) Take good

care of learners by promoting learner well-being, inclusive education, and a

positive learning environment; and (4) Give support to teachers to teach better.

The MATATAG Curriculum benefits students by providing a more relevant,

engaging, and supportive educational experience, making them better equipped

for future challenges. It also promotes equity and inclusion, aiming to give every
 3

child, regardless of background or ability, an equal opportunity to succeed. In

terms of advocacy, the MATATAG Curriculum encourages resilience in the face

of adversity, fosters empathy and social responsibility, and calls for collaboration

between teachers, parents, and communities to create a nurturing and

progressive learning environment. Ultimately, it seeks to prepare Filipino

students not just for academic success but for meaningful contributions to

society. However, the MATATAG Curriculum also has its disadvantages. One of

the main concerns is the potential for implementation challenges, particularly in

terms of teacher readiness and resource availability. Teachers may require

extensive training to effectively implement the new curriculum, and schools may

lack the necessary materials or infrastructure to support the changes.

Additionally, while the curriculum aims to be inclusive, some critics argue that it

might place additional pressure on students, especially with the more

comprehensive scope and increased expectations for performance. Another

concern is the possible disruption in the learning experience during the transition

period, as educators and students adjust to new teaching strategies and content.

Despite these challenges, the MATATAG Curriculum holds promise for fostering

a more dynamic and relevant education system in the Philippines.

In the NARST 2013 paper, “The effect of lesson duration (45 vs. 60

minutes) on quality of physics instruction.” (Wackermann et. Al. 2013), they

compared 60-minute and 45-minute lessons. Results show that extra time is

potentially beneficial, but cognitive activation remains unchanged. While research

among college students prompts the introduction of campus-based equine

 4

interaction programs. The study compared short-term and long-term programs,

finding short-term improved basic handling skills and reduced stress, while long-

term improved self-perception but did not offer additional benefits. (Farnlacher et.

Al., 2024).

However, in the study by Saro et al. (2024), the authors examined the

perceived impact of the MATATAG Curriculum on basic education, focusing on

teacher perspectives, challenges, and its effectiveness in enhancing educational

outcomes in Agusan Del Sur. Participants expressed hope that the curriculum

would improve students’ critical thinking, problem-solving, and technology

integration, but they also raised concerns about insufficient professional

development and resources for successful implementation. Following the rollout

of the curriculum, questions have arisen regarding how the 50-minute class

periods will affect its effectiveness. Some educators argue that longer class

periods would facilitate deeper learning and higher levels of student engagement.

An increasing body of research suggests that shorter, more concentrated

learning periods can enhance student engagement, focus, and learning

outcomes. This shift toward shorter class durations is especially significant for

TVL students, who require extensive practical experience and skill-building

opportunities. By reducing the length of each class, teachers can create a more

dynamic and engaging learning environment, allowing for more frequent skill

practice and individualized attention.

 5

Background of the Study

The education system plays a crucial role in equipping students to

address the challenges of the twenty-first century, including employment,

entrepreneurship, and lifelong learning. The purpose of the Technical-Vocational-

Livelihood (TVL) track in the Philippines is to provide students with the vocational

and technical skills necessary for success in these fields.

In DepEd Order No. 10, s. 2024, the Philippine Department of

Education introduced a new curriculum called MATATAG. Its goal is to
enhance the standard of education in the country by promoting creativity,
problem-solving, and critical thinking. The new provisions offer three
options for adjusting instructional time: Option A provides 45 minutes per
day for five days; Option B allows for uniform time allotments of 50, 55, or
60 minutes per learning area; and Option C enables schools to propose
alternative combinations.

This study examines the impact of a 50-minute class session on skill

growth among Grade 12 TVL ICT students at Taytay Senior High School. The

Department of Education has implemented the MATATAG Curriculum, which

allocates a lesson duration of 50 minutes—often too short to effectively complete

learning processes. In light of recent changes in some schools to a 50-minute

lesson structure, this study adopts an experimental approach. Notably, similar

lesson durations are observed in other countries; for instance, South Korea

typically employs 50-minute sessions, while lesson durations in Canada and the

US can vary significantly, with some schools even offering double periods.

To gain a deeper understanding of the impact of 50-minute class periods

on student skill development, this study aims to investigate how 50-minute class

periods affect the programming skills of Grade 12 TVL-ICT students at Taytay

 6

Senior High School. The research seeks to illuminate the optimal class structure

for TVL students and contribute to the ongoing discussion about effective

teaching strategies for the twenty-first-century educational system by analyzing

the relationship between class duration and student outcomes.

Significance of the Study

Students. Encouraging active engagement in both theoretical and hands-on

practice is crucial for skill-based learning in technical-vocational subjects.

Regular class sessions help sustain student motivation and attention, reinforcing

practical skills essential for real-world applications, where tasks are often

completed under time constraints. This study will help determine whether a 50-

minute class duration is effective in fostering skill development and maintaining

students’ focus throughout the lesson.

School Administrator. Taytay Senior High School recently adjusted its class

schedule, and this change has had an impact on students who are struggling to

keep up with lessons and tasks that are often cut short due to the shorter class

duration. By studying the effects of a 50-minute class session on skill

development, this research can provide insights into whether the new schedule is

beneficial for student learning and skill retention. Additionally, the study may offer

recommendations for coping mechanisms and strategies to enhance teaching

and learning outcomes.

Researchers. For researchers, studying the impact of a 50-minute class session

is significant as it offers valuable insights into how class duration affects learning

outcomes and skill retention. This research can inform best practices for
 7

classroom time management and help optimize teaching strategies based on the

effectiveness of class length. The findings may also contribute to a better

understanding of how duration influences student engagement and skill

acquisition

Future Researchers. This study will serve as a useful reference for future

researchers exploring the relationship between class duration and learning

outcomes. It can help refine existing knowledge on the topic and provide a

foundation for further studies that aim to improve teaching practices and optimize

classroom time management.

Teachers. The significance of studying the impact of 50-minute class sessions

on students’ skill enhancement at Taytay Senior High School lies in

understanding how session length affects students' learning and engagement.

This research can reveal if shorter time, focused sessions help students retain

and develop skills effectively or if they need more time for deeper understanding.

We will determine how each students would be capable to do some particular

tasks, Having a hardtime to cope all the lesson in just a short time period.

Insights from the study could help educators optimize class schedules to

maximize student skill development, potentially improving educational outcomes

and tailoring instruction methods to better fit students' learning needs.

Curriculum Developer. The study on the impact of 50-minute class sessions is

important for curriculum developers as it evaluates if the time allocation

effectively supports skill development in TVL-ICT students. It offers insights for

designing schedules and lesson plans that balance theory and hands-on
 8

practice. By understanding the effectiveness of these sessions, curriculum

developers can make improvements that enhance learning outcomes and better

prepare students for industry demands.

Theoretical Framework

Fitts and Posner’s Three Stages of Motor Learning (Fitts & Posner, 1967)

provides a clear understanding of how students acquire skills over time.

According to this model, learning begins with the cognitive stage, where students

focus on understanding the task and rely heavily on instructions. With practice,

they move to the associative stage, where they refine their skills and start to

perform more accurately and efficiently. Finally, they reach the autonomous

stage, where the skill becomes second nature, requiring little conscious effort.

However, this progression takes time, and a 50-minute class session might not

always be enough for students, especially in tasks that require hands-on

practice.

Active Learning (Dewey, 1938) emphasizes the power of learning through doing.

Dewey believed that students learn best when they get actively engaged with

their tasks and connect their experiences to real-world applications. For ICT

students, they need to get hands-on experience with the tools and systems they’ll

be using in the future. While short class periods can introduce these skills, they

often don’t provide enough time for students to practice and master them fully.

This shows how important it is to create longer, more interactive learning

experiences to help students understand and succeed.

 9

Conceptual Framework

The conceptual framework model of this study, as illustrated on the next

page is based on the Systems Approach by Coombs, highlighting the input,

process, and output components.

The first box represents the Input, which includes the respondents’ profiles

—such as sex, activity points, and the perceived effectiveness of the 50-minute

class sessions on the skill enhancement of Grade 12 TVL students at Taytay

1. Senior
What Highis School.
the
demographic profile of
the The second
respondents in box outlines the Process, which details the approach to be
terms of:
followed in establishing the level of effectiveness of the 50-minute class sessions
1.1 Sex
1.2 Activity Aquired
Pointson(50
students’
points) skill enhancement.
2. Impact of 50-Minute
class session The on
last the
box represents the Output, which reflects the outcomes of the
skill enhancement of
TaytaystudySenior
regarding
Highthe effects of 50-minute class lengths in terms of skill
School Grade 12 TVL
enhancement. The feedback arrow indicates a continuous assessment of the
Students.
2.1 Psychomotor
output, taking into account the process and input of the research

INPUT PROCESS OUTPUT

 10

Determine the Impact of

50-Minute Class
Developed Session on Skill
Questions Enhancement of Taytay
Validitation Senior High School
Permit to Conduct Grade 12 Information
Survey Communication
Distribution Technology Students
Data Gathering
Data Analysis

Figure 1

Determine the Impact of 50-Minute Class Session on Skill Enhancement of

Taytay Senior High School Grade 12 Information Communication
Technology Students
Statement Of the Problem
 11

The study aims to determine the impact of 50-Minute class session on the

skill enhancement of Taytay Senior High School Grade 12 TVL Students

Specifically, it seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Sex

1.2 Activity Aquired Points (50 points)

2. What is the Impact of 50-Minute class session on the skill enhancement of

Taytay Senior High School Grade 12 TVL Students.

2.1 Psychomotor

3. Is there any significant relationship between the demographic profile in

terms of acquired points and the level of impact of Impact of 50-Minute class

session on the skill enhancement of Taytay Senior High School Grade 12

TVL Students in terms of psychomotor?

Null Hypothesis

There is no significant relationship between the demographic profile in

terms of acquired points and the level of impact of Impact of 50-Minute class

session on the skill enhancement of Taytay Senior High School Grade 12

TVL Students in terms of psychomotor

II. METHODOLOGY
 12

Research Design

This study used a quantitative/descriptive correlational research design to

closely examine a group of students in the ICT Strand at Taytay Senior High

School. This approach was chosen because it offers a clear way to capture and

understand the unique learning style preferences of these students and how

these preferences may impact their skill development in a standard 50-minute

class setting. By gathering measurable data on learning styles—whether visual,

auditory, kinesthetic, or otherwise—the study can get a detailed look at each

student’s tendencies and learning needs.

The quantitative aspect of the design allows for objective analysis, helping

to reveal patterns that might otherwise go unnoticed, such as how certain

learning styles thrive within the 50-minute timeframe, while others might benefit

from different structures. Meanwhile, the descriptive component gives depth to

the study, allowing it to paint a fuller picture of how each student’s learning style

interacts with class duration and overall skill growth. This design is fitting

because it balances the numbers with a human-centered understanding of how

learning preferences play out in real classroom scenarios, providing insights that

could improve the educational experience for students in the ICT Strand.

The main goal of this design is to accurately document the characteristics

of these students, with a focus on their learning style preferences, and to analyze

how these preferences influence their skill enhancement during 50-minute class

sessions.
 13

This organized method facilitates an in-depth investigation of the complex

interactions between learning styles, class length, and skill development.

Sampling Technique

A purposive sampling technique was used for a research study focused on

Grade 12 ICT students with Computer Programming at Taytay Senior High

School. It is the intentional selection of participants based on specific criteria

relevant to the research.

By targeting such specific criteria, the researcher aimed at acquiring a

sample population to identifying what skills they enhanced during the 50-minute

class session.

A recruitment phase started selecting subjects by going through the

master student list of the school. Candidates who qualified according to all three

criteria were contacted and invited to participate in this study. Informed consent

was taken from each participant before their involvement in research study.

According to Moran 2021 having 40 respondents will help the data to be

accurate. So the researcher considered 40 students who met the requirements

set. The sample of Grade 12 ICT students with Computer Programming

backgrounds assembled through purposive sampling was used as a source for

the desirable pool of participants the researcher needed for the research study.

Setting Of the Study

The study was conducted in Taytay Senior Highschool located at 21

Binhing Pag-asa st. Baranggay Dolores, Taytay, Rizal. This is a public school

that offers a various track such as Academic and Technical Vocational and
 14

Livelihood. The Academic track offer several courses like ABM, HUMSS, and

STEM. While Technical Vocational and Livelihood (TVL) track offers a

specialized subjects such as Information Communication and Technology (ICT),

Bread and Pastry, Food and Beverages and etc.

Figure 2
Vicinity Map of Taytay senior High School

Scope Limitation and Delimitation of The Study

Scope

This study examines the Impact of 50-minute Class Sessions on the Skill

Development of Grade 12 TVL-ICT students at Taytay Senior High School,

specifically those who have Computer Programming as their subject. The study

was conducted between September 2024 to November 2024, the researchers

used surveys to gather data from the students.

 15

III. REFERENCES

A. PUBLISHED /UNPUBLISHED

JohnMichaelSasan.International Multidisciplinary Journal of Research for

Innovation, Sustainability, and Excellence (IMJRISE) 1 (5), 172-177, 2024

B. ARTICLE / JOURNAL

Wackermann, R., & Hater, J. (2013). The effect of lesson duration (45 vs.
60 minutes) on quality of physics instruction. NARST 2013 Paper.

Saro, J., Montejo, C., Sucong, J., Bustamante, M., & Perez, J. (2024). A
qualitative exploration on the perceived impact of the MATATAG
curriculum on basic education teaching in the school year 2024-2025.
Volume 4, 952–966.

C. INTERNET
Meaning of Matatag Curriculum
https://www.academ-e.ph/the-new-matatag-curriculum-guide/

Matatag Mission
https://www.deped.gov.ph/2024/04/27/depeds-matatag-agenda-bedp-
2030-approved-by-neda-board-as-national-policy-and-plan-for-basic-
education/

https://www.deped.gov.ph/2024/04/27/depeds-matatag-agenda-bedp-
2030-approved-by-neda-board-as-national-policy-and-plan-for-basic-
education/

Fitts and Posner's Three Stages of Motor Learning

https://sportscienceinsider.com/stages-of-learning/

Active Learning Dewey

https://theeducationhub.org.nz/wp-content/uploads/2021/04/Deweys-
educational