EXPLORING THE ATTITUDES OF EDUCATION COLLEGE STUDENTS

TOWARDS NIGHT SHIFT CLASSES: PERCEPTIONS, CHALLENGES,

AND ACADEMIC OUTCOMES

JEYBOY RIVERA BIAÑO

MELODY SAMANTE MAPANO
RENE JR. PAID JUANEZA

AN UNDERGRADUATE RESEARCH SUBMITTED TO THE FACULTY

OF THE COLLEGE OF TEACHER EDUCATION, DON CARLOS
POLYTECHNIC COLLEGE, IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE

BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS

JUNE 2023
 Republic of the Philippines
PROVINCE OF BUKIDNON
Municipality of Don Carlos
DON CARLOS POLYTECHNIC COLLEGE
Purok 2, Población Norte, Don Carlos, Bukidnon

College of Education
Department of Science Education

APPROVAL SHEET

This thesis attached hereto entitled, “EXPLORING THE ATTITUDES OF

EDUCATION COLLEGE STUDENTS TOWARDS NIGHT SHIFT
CLASSES: PERCEPTIONS, CHALLENGES, AND ACADEMIC
OUTCOMES” prepared and submitted by JEYBOY RIVERA BIAÑO,
MELODY SAMANTE MAPANO, RENE JR. PAID JUANEZA in partial
fulfilment of the requirements for the degree of Bachelor of Secondary
Education major in Mathematics, is hereby endorsed.

ARIEL M. BERICO, MS
Research Adviser ________________________
Date Signed

FE B. NAMBATAC, PhD
Examiner ___-----------
_____________________
Date Signed
FRANCES IAN B. CLIMA
Member ______---------------------
_______________________
Date Signed
CYRIL-PEP S. QUERUELA, MBA
Member ________________________
Date Signed
Accepted in partial fulfilment of the requirements of the degree
Bachelor of Secondary Education major in Mathematics.

RYAN T. CAMAÑERO, MAEd

Research Director

_____________________
Date Signed

i
 ACKNOWLEDGMENT

The researchers wish to express heartfelt gratitude and appreciation to

the individuals who have contributed significantly to the successful completion
of this study.
First and foremost, they extend their gratitude to God, for providing
them with protection, courage, and strength, which made this research work
possible.
They would like to acknowledge Mr. Ariel Berico, their research
adviser, and the Office-in-Charge of Senior High School at Don Carlos
Polytechnic College, for his consistent guidance, inspiring ideas, and
unwavering encouragement throughout this study.
Special thanks to Mrs. Gemma Quimpang, PhD, OIC, Office of the
President, for granting permission to conduct a campus survey.
To Mr. Clima, Ms. Queruela, and Mrs. Nambatac, members of the
panel of examiners, for their constructive criticism in the analysis of data,
guidance for improvement, and intellectual ideas that enhanced the quality of
this research. The researchers would like to express their profound gratitude
to all individuals who have contributed to the successful completion of this
project. Additionally, they are indebted to the BEED and BSED students for
their unwavering support and active participation in the night shift classes.
Your dedication and enthusiasm have been crucial in shaping the outcomes
of this research.
Furthermore, they acknowledge the school administration and staff for
providing them with the necessary resources and facilities, making this project
possible.
In conclusion, this accomplishment would not have been possible
without the collective effort and support of all involved parties. Thank you for
being part of this endeavor and contributing to its success

ii
 TABLE OF CONTENTS
PAGE

INTRODUCTION
Background of the Study 1
Statement of the Problem 2
Objectives of the Study 2
Significance of the Study 3
Scope and Delimitation of the Study 4
Definition of Terms 5

THEORETICAL FRAMEWORK
Review of Related Literature and Studies 6
Conceptual Framework 9
Research Paradigm 10
Hypotheses of the Study 11

METHODOLOGY
Research Design 12
Locale of the Study 13
Map of the Locale of the Study 14
Respondents of the Study 15
Sampling Procedure 15
Research Instrument 16
Administration of Research Instrument and Data Gathering 16
Procedure
Statistical Treatment 17
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 19

SUMMARY, CONCLUSION AND RECOMMENDATIONS 27

Summary of the Findings 27
Conclusion 28
Recommendation 29

REFERENCE 30

APPENDICES 35
 LIST OF TABLES
TABLE PAGE

1 Demographic Profile of respondents 19

2 Means scores of Perceptions in night class 19

3 Mean Scores of Challenges in night Class 21

4 Mean scores of Academic Outcome in night class 23

5 Group Statistics and Independent Samples Test of 24

Perception in Night Shift Classes

6 Group Statistics and the Independent Samples Test of 25

Challenges in Night Shift Classes

7 Group Statistics and the Independent Samples Test of 25

Academic Outcomes in Night Shift Classes
 LIST OF FIGURES

FIGURE PAGE

1 Schematic diagram showing the relationship between 10

independent and dependent variables.

2 Map of Don Carlos and Location of Don Carlos 14

Polytechnic College
 LIST OF APPENDICES

APPENDIX PAGE

A Questionnaire for Study Habits 33

B Request Letter to Don Carlos Polytechnic College 35

President to Conduct the Study

C Request Letter to BSED and BEED students 36

D Certificate of Thesis Formatting 37

E Certificate of Thesis Formatting 38

F Thesis Distribution Form 39

G Certificate for Plagiarism Check 40

H Grammarian Certificate 41

I Curriculum Vitae of the Researchers 42

 ABSTRACT
BIAÑO, JEYBOY R.; JUANEZA, RENE P.; MAPANO, MELODY S. Don
Carlos Polytechnic College, Don Carlos Bukidnon, June 2023. Exploring the
Attitudes of Education College Students Towards Night Shift Classes:
Perceptions, Challenges, and Academic Outcomes

Adviser: ARIEL MASUAY BERICO

This research paper delves into the attitudes, challenges, and

academic outcomes of education college students enrolled in night classes.
The study aimed to comprehensively understand students' perceptions,
difficulties, and the impact of night classes on their academic performance.
Data was collected through a survey questionnaire administered to a sample
of education college students attending night classes. Findings revealed that
education college students generally held moderately positive perceptions of
night classes. The academic content was viewed as interesting and engaging,
and the instructors were considered supportive and approachable. Challenges
identified included fatigue during night classes, difficulties balancing work or
other commitments, safety concerns while commuting, and post-class
tiredness impacting study time. The research provides valuable insights for
educational institutions and instructors to address the specific needs of
students attending night classes. Strategies can be developed to minimize
fatigue, enhance safety measures, and support effective time management.
Furthermore, efforts can be made to optimize engagement and focus during
night classes and address students' concerns about academic performance.
Overall, this research contributes to the understanding of education college
students' experiences in night classes and highlights the importance of
creating a positive and supportive learning environment for their academic
success.

Keywords: Attitudes of Students, Night Shift Classes (Perceptions,

Challenges, and Academic Outcomes)
 INTRODUCTION

Background of the Study

In recent years, the demand for night classes in Philippine universities

has been increasing due to the growing number of students who need to
balance their academic pursuits with work or other daytime commitments.
Night classes have emerged as a popular option, providing much-needed
flexibility for these students. However, there is limited research on the
attitudes of education college students towards night shift classes and their
impact on academic performance and overall well-being.
Studies have shown that night classes can have adverse effects on
students' academic performance, physical fitness, mental coordination, and
learning ability (Hershner & Chervin, 2014). They are also associated with
distractions and inappropriate activities among participants, which may hinder
the learning environment (Mitra et al., 2014). Additionally, students may face
challenges in staying focused during extended night study sessions, leading
some to resort to stimulants, which can have negative health consequences.
Despite these challenges, evening classes, which usually take place
between 6:00 pm to 9:00 pm, provide an opportunity for students to meet and
collaborate, especially for those with busy daytime schedules. These classes
are designed to cater to nontraditional students who have full-time jobs or
other commitments during the day, making education more accessible and
flexible for them.
To gain a deeper understanding of education college students'
experiences in night shift classes, the researcher conducted a survey to
assess their perceptions, challenges, and academic outcomes. This approach
allowed for a larger sample size and enabled statistical analyses to identify
trends and patterns in the data.
The findings from this study may serve as valuable insights for
educational institutions to improve the support and learning environment for
students attending night classes. Addressing the challenges faced by these
students can lead to better academic outcomes and overall well-being.
Furthermore, understanding the attitudes and perceptions of students can
 2

inform the design and implementation of more effective night class programs,
ensuring they meet the unique needs of students with diverse schedules and
commitments.

Statement of the Problem

Generally, this study endeavored to determine the students’ attitude in

night classes.
Specifically, it sought to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
a. gender;
b. year level;
c. program?
2. What are the perceptions of education college students in night class?
3. What is the challenges face by education college students in night class?
4. What are the effects of night classes of college students to their academic
outcome?
5. Is there a significant difference on students’ attitude in night classes when
grouped according to course?

Objectives of the Study

The main objective of this study was to investigate the students’

attitude in night classes.
Specifically, it aimed to:
1. Determine the demographic profile of the respondents in terms of:
a. gender;
b. year level;
c. program;
2. Determine the perceptions of education college students in night classes;
3. Describe the challenges face by education college students in night
classes.
4. Determine the effects of night classes of education college students to
their academic outcome; and
 3

5. Determine difference on students’ attitude in night classes when grouped

according to course.

Significance of the Study

The study had significant implications for various stakeholders,

including school administrators, teachers, students, parents, and future
researchers.
For school administrators, the study highlighted the potential
importance of providing students with options for flexible class schedules,
including evening or night classes. The study identified the specific challenges
that students faced when attending night classes, and administrators could
use this information to determine if offering such classes would be beneficial
to their student population.
For teachers, the study provided insights into the potential challenges
that students may face when attending night classes and informed teaching
strategies and support systems to help students overcome these challenges.
For students, the study provided valuable information on the
perceptions and challenges associated with attending night classes. Students
may use this information to make informed decisions about their class
schedules and better prepare themselves for the challenges that they may
face.
For parents, the study provided insights into the potential benefits and
challenges of attending night classes and informed how they could best
support their children's educational goals.
For researchers, the study served as a foundation for further research
on the attitudes and outcomes associated with night classes. Future studies
could build on the findings of this study and explore the experiences of
students from different backgrounds or academic disciplines or could examine
the effectiveness of interventions designed to address the challenges
associated with night classes.
 4

Scope and Delimitation of the Study

The study aimed to explore the attitudes of education college students

towards night shift classes, focusing on their perceptions, challenges, and
academic outcomes. Specifically, the study was conducted to education
students for the academic year 2022-2023 at Don Carlos Polytechnic College
using a Likert questionnaire. The study provided insights into how these
students perceived night shift classes and identified areas for improvement
that could benefit the students, faculty, and administration.
The study had certain limitations that may have impacted the accuracy
and reliability of the findings. First, the data was based solely on the Likert
questionnaire, which may have limited the scope of the study and overlooked
other factors that could influence the attitudes of the students. Second, while
the students were not required to provide their names for confidentiality, this
posed a risk that some students may not have answered truthfully or may not
have taken the questionnaire seriously, which could have affected the validity
of the data. Finally, the study was only conducted on teacher education
students at Don Carlos Polytechnic College and may not be generalizable to
other academic institutions or student populations.
To improve the accuracy and reliability of the findings, future studies
could consider using multiple methods of data collection, such as interviews
or focus groups, to gather more comprehensive data. Additionally, efforts
could be made to increase the participation rate and encourage students to
answer the questionnaire honestly and seriously. Finally, future studies could
consider expanding the scope of the research to include other academic
institutions and student populations to increase the generalizability of the
findings.
 5

Definition of Terms

The following terms used in the study were defined operationally and
conceptually:
Academic Outcomes refer to the results or consequences of attending
night shift classes on students' academic performance, including grades,
attendance, and retention.
Challenges refer to difficulties or obstacles that students may
encounter when attending night shift classes. These challenges may include
issues related to transportation, security, and fatigue.
Education College Students refer to students enrolled in Bachelor of
Elementary Education and Bachelor of Secondary Education who are
attending night classes.
Night Shift Classes refer to classes held during the evening or at night,
typically after regular daytime hours or after 5:00 pm
Perceptions refer to the way individuals interpret, organize, and make
sense of information that they receive from their environment. In this study,
perceptions refer to the students' subjective experiences and beliefs about
attending night shift classes.
 THEORETICAL FRAMEWORK

This chapter contains the review and related literature and related
studies, the conceptual framework, the research paradigm, and the
hypotheses of the study.
Review of Related Literature and Studies

Several studies have examined the perception of students towards the

timing of classes and how it impacts their attitudes and behaviors. Adams et
al. (2021) found that students at Texila American University had a more
positive emotional response towards morning classes, which correlated with
better understanding and engagement. The researchers observed that
students in morning classes seemed to benefit from increased alertness and
concentration, as well as the availability of energy and motivation early in the
day. In contrast, students attending night classes often exhibited a more
relaxed attitude towards learning (García-Moya, Moreno, & Brooks, 2019).
These students were found to engage in activities outside of school, such as
going to internet cafes or socializing with friends, which could lead to a lack of
focus and reduced compliance with school tasks (Peteros et al., 2021). On the
other hand, students in day sessions were reported to have positive attitudes
towards learning, displaying higher compliance with school tasks (Mazana,
Montero, & Casmir, 2019).
The distinction between day and night sessions creates unique
challenges for students, particularly for those attending night classes. One
significant difficulty they encounter is balancing work schedules with their
study commitments. This often leads to sleep deficits, as daytime napping is
not feasible due to work responsibilities (Andreoni & De Martino, 2012).
Consequently, night students may experience lower quality sleep, and the
potential negative effects of nighttime shift work can affect their academic
performance. Moreover, engaging in activities outside of school during the
evening can result in late nights, impacting their ability to complete school
tasks (Peteros et al., 2021).
Numerous studies have investigated the impact of class timing on
students' academic outcomes. One study conducted by Mulenga and Mukuka
 7

(2016) explored how the time of day for instruction affected academic
achievement in subjects like Mathematics, Science, Biology, and English. The
research focused on the grades obtained by candidates in national
examinations. Surprisingly, their findings showed no statistically significant
difference in academic performance between morning and afternoon sessions
for these subjects.
However, a different study by Alcantara et al. (2022) revealed
contrasting results. They found that students attending day sessions generally
performed better academically compared to those in night sessions, even
though no significant differences were observed in attitudes, self-efficacy, and
the learning environment between the two groups. This suggests that the
timing of classes may indeed play a role in influencing the overall academic
performance of students.
Shift workers face a heightened risk of metabolic health issues, yet the
precise metabolic response to night shifts remains incompletely understood.
This study aimed to investigate the impact of night shifts on the 24-hour
urinary metabolome of shift workers. Eleven police officers on rotating shifts
completed two 24-hour laboratory visits before and after working 7
consecutive nights. During the visits, sleep and meals were scheduled on a
day and night schedule, respectively, creating a 12-hour shift. Targeted
metabolomic analysis was performed on urine samples. The results revealed
that while 24-hour rhythms were evident in urinary metabolites on the day
schedule, they significantly diminished on the night schedule, especially
affecting organic acid rhythmicity. Notably, acylcarnitines and organic acids,
related to mitochondrial function, exhibited prominent changes. Further
research is essential to understand how these alterations may contribute to
the increased metabolic risks associated with shift work.
Based on daily observation and interaction with undergraduate
students, it becomes apparent that their characteristics vary depending on
their year of study. While some students actively engage and participate in the
subject matter, others display a lesser desire to be involved in school
activities. Notably, among the night students, who often work during the day
and study at night, there is a higher prevalence of behaviors like sleeping in
class or leaving before the lesson concludes. This distinction in behavior
 8

highlights the unique challenges faced by night students, and understanding

these differences can help us provide better support and guidance to all
students (Andreoli, 2012).
This research was conducted among students enrolled in higher
education courses, either in the morning or nighttime. These students
specifically opted for courses that address new trends in the job market, which
has become more selective, demanding, and flexible. The current lack of
worker training and problem-solving skills has led to increased
unemployment. Regarding the individual characteristics of the participants,
the sample predominantly consisted of females, aligning with data from the
National Institute of Studies and Research. Females have a strong presence
in both public and private higher education institutions (Parada., 2012).
The majority of the participants were single and without children, which
is characteristic of a young study population. It was observed that students
attending night classes were younger, likely because many of them were also
employed alongside their studies. This younger age group reflects a typical
student profile driven by motivation, enthusiasm, and the desire to achieve
their goals with joy and pleasure, while fully embracing their current phase in
life (De Martino., 2012).
Enrolling in night classes presents a fantastic opportunity for students
pursuing their undergraduate degrees. Nowadays, colleges and universities
offer a diverse range of class timings, enabling students to personalize their
schedules according to their preferences and commitments. One significant
advantage of attending night classes is the flexibility it provides. With daytime
free, students can make the most of their available time by engaging in real
work experiences through internships. During the summer months,
competition for internships tends to be intense, as many students aim to gain
valuable experience without affecting their regular semester studies. By opting
for night classes, students can seamlessly balance their coursework with
internships, ensuring they graduate on schedule without missing out on
valuable work opportunities. This practical approach allows them to gain
hands-on experience while still making steady progress towards their
academic goals (Felce., 2018).
 9

Conceptual Framework

This study is grounded in the Circadian rhythm theory (2020), which

proposes that humans possess an internal biological clock regulating their
sleep-wake cycles. The theory explains that the body operates on 24-hour
cycles known as circadian rhythms, governing crucial functions and
processes. The sleep-wake cycle is one of the most vital of these rhythms.
These circadian rhythms are synchronized with a central clock in the brain,
influenced by environmental cues, particularly light, and closely tied to the
natural day-night cycle. A well-aligned circadian rhythm can promote
consistent and restorative sleep, while disruptions can lead to sleep issues
like insomnia.
Recent research highlights the significance of circadian rhythms in
various aspects of physical and mental health. This suggests that night
classes might not be as effective as daytime classes because students are
naturally inclined to be less alert and attentive during the night. Consequently,
holding night classes could potentially lead to decreased academic
performance and reduced concentration due to the misalignment of students'
natural rhythms.
 10

Research Paradigm

Independent Variables Dependent Variable

Demographic profile
Attitude in night Classes
Gender
Perception
Year level
Challenges
Program of Study
Academic outcome

Figure 1. A schematic diagram showing the relationship between the

independent and dependent variables.
 11

Hypotheses of the Study

The following hypotheses were drawn based on the objectives given:

Ho1: there is no significant difference in students’ perception of night classes
when grouped based on demographic profile.
Ho2: There is no significant difference in students’ challenges of night classes
when grouped based on demographic profile.
Ho3: There is no significant difference in students’ academic outcome of night
classes when grouped based on demographic profile.
 METHODOLOGY

This chapter deals with the methods and procedures used in this study.
It includes the research design, research locale, the subject participants of the
study, the instrument, the administration and collection of the questionnaire,
scoring procedures, and statistical treatment of the data gathered.

Research Design

This study used an Ex post facto research design. It was used when it
was impossible or unethical to manipulate an independent variable. In this
study, the researchers could not manipulate whether the students had
attended night shift classes or not, as this was already determined by the
college's schedule. Instead, the researchers examined the attitudes of
education college students who had already experienced night shift classes.
The study used a retrospective approach to collect data, meaning that
the data were collected after the fact. The researchers did not manipulate any
variables or assign participants to different groups. Instead, they collected
data on the experiences and attitudes of education college students who had
already taken night shift classes.
Overall, the ex post facto design was appropriate for this study
because the researchers were examining a phenomenon that had already
occurred and could not be manipulated. This design allowed the researchers
to investigate the attitudes of education college students towards night shift
classes and identify the challenges and academic outcomes associated with
attending classes during non-traditional hours.
 13

Locale of the Study

The study was conducted in Don Carlos Polytechnic College (DCPC),

which is located in P-2, Población Norte, Don Carlos, Bukidnon. The campus
is situated on the left side of the national highway, about 30 meters away. The
college is a local institution run by the Local Government Unit (LGU) of Don
Carlos, Bukidnon, and covered an area of 7 acres.
 14

Map of the Locale of the Study

Figure 2. Map of Don Carlos and location of Don Carlos Polytechnic College
where the study was conducted.
 15

Respondents of the Study

. The respondents of the study were education college students who

were enrolled in the Bachelor of Elementary Education and Bachelor of
Secondary Education programs at Don Carlos Polytechnic College (DCPC).
The Bachelor of Elementary Education (BEED) program prepared
students for a career in teaching elementary school students, while the
Bachelor of Secondary Education (BSED) program focused on preparing
students to become secondary school teachers.
These two programs were selected for the study because they
represented different fields of study and potentially had different requirements
in terms of class schedules and academic workload. Therefore, the attitudes,
perceptions, challenges, and academic outcomes of the students towards
night shift classes may have varied across these programs.
The respondents were expected to have had different demographic
profiles, including age, gender, and cultural background. These factors may
have also influenced their attitudes and perceptions towards night shift
classes and were therefore considered as potential confounding variables in
the study.

Sampling Procedure

This study employed a Stratified Purposive Random Sampling method

as the foundation for participating selection, encompassing all currently
enrolled students in the Bachelor of Secondary Education (BSED) and
Bachelor of Elementary Education (BEED) programs at Don Carlos
Polytechnic College (DCPC) who attend evening classes as potential
participants. Stratified Purposive Random Sampling proves to be highly
effective sampling approach, especially when dealing with a substantial
population. This method ensures equitable inclusion, offering every study
enrolled in these two programs an equal opportunity to participate and
concurrently safeguards against potential biases in the study execution.
 16

Research Instrument

The research instrument for this study was researcher-made, based on

the relevant literature review. The instrument consisted of 5 questions for
each sub-variable under attitude. Prior to the actual data collection, the
instrument was validated by a panel of experts who possessed knowledge
and expertise in the area being studied. The panel provided feedback on the
clarity, relevance, and comprehensiveness of the questions. Additionally, the
experts suggested modifications or additions to the questionnaire to enhance
its content validity.
After ensuring the validity of the instrument, its reliability was assessed
using Cronbach's alpha coefficient. Any necessary modifications were made
based on the results of the validity and reliability testing before the actual data
collection took place.
The interpretation of the responses obtained by the students in the
survey using the scale below.
Rating Scale Qualitative Interpretation
Description
5 4.50-5.00 Strongly agree Highly positive
4 3.50-4.49 Agree Positive
3 2.50-3.49 Uncertain Moderately Positive
2 1.50-2.49 Disagree Negative
1 1.00-1.49 Strongly disagree Highly negative

Administration of Research Instrument and Data Gathering Procedure

To gather data on the attitudes of education college students towards

night shift classes, a survey questionnaire was administered to students
enrolled at Don Carlos Polytechnic College during the 2022-2023 academic
year. The questionnaire was divided into three sections, each containing 10
questions focusing on different variables, including perceptions, challenges,
and academic outcomes related to night shift classes.
To conduct the study, the researcher first sought permission from the
College Dean of Don Carlos Polytechnic College (DCPC). Printed copies of
the questionnaires were then distributed to students through their respective
 17

messenger groups, with the consent of their teachers who held night classes.
Each student was given 30 minutes to complete the questionnaire, which was
ample time to finish.
To ensure anonymity and confidentiality, the data collection process
did not require participants' names or identities. All responses were stored
securely, and access to this information was limited to the researcher and
authorized personnel only. This ethical approach protected the participants'
privacy and personal information.
The questionnaire was validated by a panel of experts to ensure its
validity. The Likert scale was used to rate challenges, with response options
ranging from "Strongly Agree" to "Strongly Disagree".
The data collected from the survey were analyzed using statistical tools
to draw conclusions and answer the research questions. The results were
presented in a report that included recommendations for the college to
improve night shift classes based on the findings.

Statistical Treatment

The data were grouped and categorized based on the objectives of the
study. Descriptive statistics, such as mean, standard deviation, and frequency
distribution, were used to describe the attitudes of education college students
towards night shift classes and to assess their perceptions of night classes
and the challenges faced by college students that could affect their academic
outcomes.
To test the difference in students' attitudes towards night classes when
grouped according to their demographic profile, a t-test was used.
Furthermore, the level of significance was set at p < 0.05 to determine
if the results were statistically significant. All statistical analyses were
performed using appropriate software, such as SPSS
 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This section presents the attitudes of the respondents, which were

assessed in three areas as reflected in the perception, challenges, and
academic outcomes of education college students in night class. The data
presented in the table below.

Table 1. Demographic Profile of the Respondents

Program Gender Frequency Percentage Year Level
BEED Male 5 20% 2
Female 20 80%
BSED Male 9 36% 1
Female 16 64%

Table 1 shows the demographic profile of the students. The

respondents of this study were selected using stratified random sampling. In
BEED program, there were 5 (20%) male, and 20 (80%) female, a total of 25
second year respondents. In BSED program, there were 9 (36%) male
respondents, and 16 (64%) female respondents, a total of 25 first year
respondents.

Table 2. Perceptions of Education College students in Night class

Indicator Mean Qualitative Interpretation
Description
1. The instructors for my night shift classes 3.86 Agree Positive
are supportive and approachable.
2. The academic content covered in night shift 3.6 Agree Positive
classes is interesting and engaging.
3. I feel that attending night shift classes had 3.48 Uncertain Moderately
expanded my learning opportunities. Positive
4. Attending night shift classes is a convenient 3.04 Uncertain Moderately
option for me. Positive
5. Night shift classes are a good fit for my 3.02 Uncertain Moderately
learning style and preferences. Positive
Average 3.40 Uncertain Moderately
Positive
Legend:
Rating Scale Qualitative Description Interpretation
5 4.50-5.00 Strongly agree Highly positive
4 3.50-4.49 Agree Positive
3 2.50-3.49 Uncertain Moderately Positive
2 1.50-2.49 Disagree Negative
1 1.00-1.49 Strongly disagree Highly negative
 19

As depicted in table 2, the average mean score for all indicators is

3.40, indicating that the respondents possess a favorable perception
regarding night class. Notably, the indicator “The instructors for my night shift
classes are supportive and approachable” received the highest mean score of
3.86. This implies that the respondents agree that the instructors for their
night shift classes are supportive and approachable. It creates a positive
learning environment where they feel comfortable seeking help or in
discussing academic matters.
Overall, the analysis reveals a moderately positive perception among
the respondents towards night classes. Students find the academic content
interesting and engaging, consider the instructors supportive and
approachable. Night shift classes offer convenience, interesting academic
content, expanded learning opportunities, and supportive instructors,
contributing to a positive learning experience for the students.
The research findings indicate that night classes can be disruptive and
noisy, as participants often have diverse agendas such as completing
assignments, laboratory reports, or personal studies (Mitra et al., 2014).
Moreover, inappropriate activities like stealing, smoking, or engaging in sexual
activities may occur during these sessions. While some students believe that
attending night classes helps them overcome their fear of failure and fosters a
sense of belonging with peers, studies suggest that most students struggle to
study effectively for more than 3-4 hours during the night. Consequently,
some resort to using stimulants to stay awake, which can have adverse health
effects.
 20

Table 3. Challenges faced by Education College students in Night class

Indicator Mean Qualitative Interpretation
Description
1. I often feel unsafe travelling to or from my night
classes, especially when commuting alone. 3.88 Agree Positive
2. I often struggle to balance my work or other
commitments with attending night classes. 3.72 Agree Positive
3. I often feel too tired to study or complete
assignments after attending my night classes. 3.70 Agree Positive
4. I often feel fatigued during my night classes due
to the late hours. 3.50 Agree Positive
5. I feel more engaged and focused during night
shift classes compared to daytime classes. 3.38 Uncertain Moderately
Positive

Average 3.64 Agree Positive

Legend:
Rating Scale Qualitative Description Interpretation
5 4.50-5.00 Strongly agree Highly positive
4 3.50-4.49 Agree Positive
3 2.50-3.49 Uncertain Moderately Positive
2 1.50-2.49 Disagree Negative
1 1.00-1.49 Strongly disagree Highly negative

The table 3 shows that the mean average score for all indicators is
3.64, indicating that the respondents generally agree that they are facing
challenges in night classes. Among these indicators, “I often feel unsafe
travelling to or from my night classes, especially when commuting alone”
received the highest mean score of 3.88, respondents often perceive a safety
risk when commuting to or from their night classes, particularly when they
travel alone. Safety concerns can contribute to increased stress and anxiety
among students. However, the indicator “I feel more engaged and focused
during night shift classes compared to daytime classes” obtained a mean
score of 3.38, placing it in the “Uncertain” category. This implies that
respondents have mixed experiences in terms of their engagement focus
during night classes. While some respondents may find it easier to
concentrate during these hours.
Overall, the analysis indicates that respondents face challenges related
to fatigue, balancing commitments, safety concerns, and tiredness for
studying. However, there is some uncertainty regarding the level of
 21

engagement and focus experienced during night classes. Recognizing these

challenges can help institutions and educator in designing appropriate support
systems and strategies to address the specific needs of students attending in
night classes.
Students attending night classes tend to participate in leisure activities
like visiting internet cafes, socializing with friends, and going to malls during
the evening. Unfortunately, this behavior can lead to some students skipping
classes and returning home late. Consequently, they may face difficulties in
fulfilling their academic tasks and obligations at home (Peteros et al., 2021).
 22

Table 4. Academic Outcomes of Education College students in Night shift

class
Indicator Mean Qualitative Interpretation
Description

1. The instructors for my night shift classes are

Moderately
just as qualified and effective as those for 3.66 Uncertain
positive
daytime classes.
2. Night shift classes have helped me to Moderately
3.46 Uncertain
improve my time-management skills. positive
3. Night shift classes have helped me to Moderately
3.16 Uncertain
improve my grades and academic standing. positive
4. I feel that I have a better understanding of
Moderately
the academic concepts covered in night shift 3.04 Uncertain
positive
classes compared to daytime classes.
5. I feel more engaged and focused during
Moderately
night shift classes compared to daytime 3.02 Uncertain
Positive
classes.
Average Moderately
3.27 Uncertain
positive
Legend:
Rating Scale Qualitative Description Interpretation
5 4.50-5.00 Strongly agree Highly positive
4 3.50-4.49 Agree Positive
3 2.50-3.49 Uncertain Moderately Positive
2 1.50-2.49 Disagree Negative
1 1.00-1.49 Strongly disagree Highly negative

Based on table 4 the indicator “Night shift classes have helped me to

improve my grades and academic standing” having the mean of 3.16 could
imply that most students expressed uncertainty regarding the impact of night
shift classes on their grades and academic standing. However, this may also
mean that some students perceive improvement in their academic
performance.
The indicator “I feel more engaged and focused during night shift
classes compared to daytime classes” has an average mean of 3.02 which
could mean that students' opinions were uncertain regarding feeling more
engaged and focused during night shift classes. However, this may also
suggest that some students experience increased engagement and focus on
these classes.
The indicator “The instructors for my night shift classes are just as
qualified and effective as those for daytime classes” obtained the highest
average mean of 3.66. Students have uncertain opinions about the
qualifications and effectiveness of instructors in night shift classes compared
 23

to daytime classes. However, this can be interpreted that many students

perceive the night shift instructors to be equally competent and effective.
Overall, the average mean score for all indicators is 3.27, which falls
within the "Uncertain" range. This suggests that students' opinions on the
academic outcomes of night shift classes are not decisively positive or
negative, but there is a moderately positive attitude across the indicators.
It was concluded that students attending night classes go to sleep later
than those attending morning classes, and they are also late risers. Morning
students have a habit of taking naps, whereas night students are unable to
take naps because of their work schedules. Quality of sleep was higher for
morning students. Later wake-up times were associated with lower academic
performance, which suggests an effect of night shift work and sleep deficits
(Andreoni & De Martino, 2012).

Table 5. Group Statistics and the Independent Samples Test between BEED
and BSED Students Perception Scores in Night Shift Classes

Program Mean t p Remarks Decision

BEED 3.04
-4.44 .000 significant Reject Ho
BSED 2.54

The results indicate that there is a statistically significant difference in

the perception scores between BSED and BEED. BEED (mean = 3.04) had a
significantly higher mean perception score compared to BSED (mean = 2.54).
This suggests that BEED has a more positive perception overall.
In summary, based on the t-test results, BEED has a significantly
higher perception score compared to BSED, supporting the conclusion that
there is a difference in perception between the two programs.
Based on the t-test results, there is evidence to support the conclusion
that BEED students have a significantly higher perception score compared to
BSED students, indicating a difference in perception between the two groups.
This finding suggests that factors specific to the BEED program may
contribute to a more positive perception among its students, potentially
reflecting a more favorable educational experience or other program-specific
aspects.
Several studies have examined the perception of students towards the
timing of classes and how it impacts their attitudes and behaviors. Adams et
 24

al. (2021) found that students at Texila American University had a more
positive emotional response towards morning classes, which correlated with
better understanding and engagement.
Table 6. Group Statistics and the Independent Samples Test between BEED
and BSED Students Challenges Scores in Night Shift Classes

Program Mean t p Remarks Decision

BEED 3.82
-2.05 .046 significant Reject Ho
BSED 3.46

The results indicate that there is a statistically significant difference in

the score for challenges between BSED and BEED. BEED (mean = 3.82) had
a significantly higher mean score for challenges compared to BSED (mean =
3.46). This suggests that BEED experienced more challenges overall.
In summary, based on the t-test results, there is evidence to support
that BEED faced significantly more challenges compared to BSED. This
finding suggests that the nature and level of challenges may differ between
the two education programs, highlighting potential differences in curriculum,
teaching methods, or other program-specific factors that impact student
experiences.
Based on daily observation and interaction with undergraduate
students, it becomes apparent that their characteristics vary depending on
their year of study. While some students actively engage and participate in the
subject matter, others display a lesser desire to be involved in school
activities. Notably, among the night students, who often work during the day
and study at night, there is a higher prevalence of behaviors like sleeping in
class or leaving before the lesson concludes. This distinction in behavior
highlights the unique challenges faced by night students, and understanding
these differences can help us provide better support and guidance to all
students (Andreoli, 2012).

Table 7. Group Statistics and the Independent Samples Test between BEED
and BSED Students’ Academic Outcomes Scores in Night Shift Classes

Program Mean t p Remarks Decision

BEED 3.31 Do not reject
-0.725 .47 Not significant
BSED 3.22 Ho
 25

The results indicate that there is no statistically significant difference in

the score for academic outcomes between BSED and BEED. BEED (mean =
3.31) had a slightly higher mean score for academic outcomes compared to
BSED (mean = 3.22), but this difference was not statistically significant. In
summary, based on the t-test results, there is no strong evidence to support a
difference in academic outcomes between BSED and BEED.
Numerous studies have investigated the impact of class timing on
students' academic outcomes. One study conducted by Mulenga and Mukuka
(2016) explored how the time of day for instruction affected academic
achievement in subjects like Mathematics, Science, Biology, and English. The
research focused on the grades obtained by candidates in national
examinations. Surprisingly, their findings showed no statistically significant
difference in academic performance between morning and afternoon sessions
for these subjects.
 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the Summary of findings, conclusions, and

recommendations of the study.
Summary

The study examined the attitudes of education college students

towards night shift classes: perceptions, challenges, and academic outcomes.
The findings revealed the following:
The results indicate that there is a statistically significant difference in
the perception scores between BSED and BEED. BEED (mean = 3.04) had a
significantly higher mean perception score compared to BSED (mean = 2.54).
This suggests that BEED has a more positive perception overall. Based on
the t-test results, BEED has a significantly higher perception score compared
to BSED, supporting the conclusion that there is a difference in perception
between the two programs. The results indicate that there is a statistically
significant difference in the score for challenges between BSED and BEED.
BEED (mean = 3.82) had a significantly higher mean score for challenges
compared to BSED (mean = 3.46). This suggests that BEED experienced
more challenges overall.
Based on the t-test results, there is evidence to support that BEED
faced significantly more challenges compared to BSED. This finding suggests
that the nature and level of challenges may differ between the two education
programs, highlighting potential differences in curriculum, teaching methods,
or other program-specific factors that impact student experiences.
The results indicate that there is no statistically significant difference in
the score for academic outcomes between BSED and BEED. BEED (mean =
3.31) had a slightly higher mean score for academic outcomes compared to
BSED (mean = 3.22), but this difference was not statistically significant. In
summary, based on the t-test results, there is no strong evidence to support a
difference in academic outcomes between BSED and BEED.
This difference was not statistically significant. In summary, based on
the t-test results, there is no strong evidence to support a difference in
academic outcomes between BSED and BEED.
 27

Conclusion

The majority of students showed a moderately positive perception of

night classes. Students found the instructors to be supportive and
approachable, and they considered the academic content engaging and
interesting. Night classes were perceived as convenient and a good fit for
some students' learning preferences.
Students reported facing various challenges in night classes, including
safety concerns when commuting, struggles with balancing work or
commitments, fatigue, and feeling tired after classes. However, there was
some uncertainty regarding increased engagement and focus during night
classes.
The academic outcomes of night classes were perceived with some
uncertainty. While students expressed uncertain opinions about
improvements in their grades, academic understanding, and time-
management skills due to night classes, they also recognized the instructors'
qualifications and effectiveness.
The study sheds light on the unique dynamics of night classes and the
experiences of students enrolled in these programs. The findings suggest the
need for tailored support systems and strategies to address the challenges
faced by night class students, such as commuting safety and managing
fatigue. The study also points to potential program-specific factors that
contribute to differences in perception and challenges between BEED and
BSED programs. Further research could delve deeper into these program-
specific aspects and explore strategies to enhance academic outcomes for
night class students.
Overall the students generally hold moderately positive perceptions of
night classes and recognize the benefits they offer, they also encounter
various challenges that require attention. Acknowledging these findings can
guide educational institutions in optimizing the night class experience and
ensuring the success of students who choose this alternative learning
schedule.
 28

Recommendation

The result and findings of the survey led to some recommendations for
further research and action. These are the following:
Students may have safety concerns when commuting to or from night
classes, consider carpooling with classmates or using designated
transportation services. Stay vigilant and aware of your surroundings, and
always inform someone for your security.
Teachers may use interactive teaching methods that keep students
engaged and focused during night classes. Incorporate group activities,
discussions, and hands-on exercises to maintain their interest and also be
aware of safety concerns that students may have when commuting at night.
Collaborate with school administration to ensure adequate lighting, security,
and safe transportation options are available.
Teacher may recognize the challenges students face in balancing
work, commitments, and studies. Be flexible with assignments and due dates
when possible, and provide accommodations for students who need extra
support.
School administrator may recognize the safety concerns raised by
students when commuting to and from night classes. Implement safety
measures such as well-lit pathways, security personnel, and transportation
options to ensure that students feel safe when traveling during late hours.
School administrator may monitor and track the academic performance
of night class students over time. This can provide insights into whether
improvements are being made and whether interventions are effective in
addressing challenges and enhancing academic outcomes.
 29

REFERENCES

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Accessing Tutoring Services Among Students Who Received a Mid-
Semester Warning. https://files.eric.ed.gov/fulltext/EJ1114513.pdf

Hershner, S., & Chervin, R. (2014). Causes and consequences of sleepiness

among college students. Nature and Science of Sleep, 6(6), 73–84.
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Mitra, D. L. (2014). Student Voice in School Reform: Building Youth-Adult

Partnerships That Strengthen Schools and Empower Youth. In Google
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%22+have+been+known+to+be+noisy+and+distracting

Adams, R. (2022). A Comparison of Students’ Attitude and Perception

towards Morning or Afternoon Classes in Texila American University,
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RESEARCH,9(3),193.
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Andreoli, C. P. P., & Martino, M. M. F. D. (2012). Academic performance of

night-shift students and its relationship with the sleep-wake cycle.
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US/academic-performance-of-night-shift-students-and-its-relationship-
with-the-sleep-wake-cycle

Encyclopedia Britannica. (n.d.). Circadian rhythm. In Encyclopedia Britannica.

Retrieved March 26, 2023, from
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Fitriati, S. W., Fatmala, D., & Anjaniputra, A. G. (2020). Teachers’ Classroom

Instruction Reinforcement Strategies in English Language Class.
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García-Moya, I, Moreno, C., & Brooks, F. M. (2019). The “Balancing Acts” of

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Henry, M., Mulenga, & Mukuka, A. (n.d.). Learning Time of Day and Students’
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Mazana, M. Y., Montero, C. S., & Casmir, R. O. (2019). Investigating

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differences/vol/47/issue/7

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benefit-college-students-schedules/
 32

Appendices
 33

Appendix A. Questionnaire

Dear Students,

We are conducting a study on the attitudes of Filipino college students towards

night shift classes, including their perceptions, challenges, and academic outcomes.
Your participation in this survey is greatly appreciated and will help us in
understanding the experiences of Filipino college students in relation to night shift
classes.

Please answer the following questions as honestly and accurately as possible.

Your responses will be kept confidential and anonymous. Thank you for your time
and cooperation.

Sincerely,

JEYBOY R. BIAÑO
MELODY S. MAPANO
RENE P. JUANEZA JR.

Section 1: Demographic Information

DIRECTION: Tick (/) the box you choose.

1. What is your gender?

Male Female

2. What is your age?

16-20 21-25 26-30

3. What is your program of study?

Criminology BEED BSED

4. What is your academic year level?

 34

1st Year 2nd Year 3rd Year 4th Year

Section 2: Perception of Night Shift Classes Please indicate your level of agreement
or disagreement with the following statements regarding night shift classes. Tick (/)
the box you choose.

5 4 3 2 1
PERCEPTIONS INDICATORS SA A U D SD
1. Attending night shift classes is a convenient option for me.
2. The academic content covered in night shift classes is
interesting and engaging.
3. I feel that attending night shift classes has expanded my
learning opportunities.
4. Night shift classes are a good fit for my learning style and
preferences.
5. The instructors for my night shift classes are supportive and
approachable.

Section 3: Challenges Faced in Night Shift Classes Please indicate your level of
agreement or disagreement with the following statements regarding challenges faced
in night shift classes. Tick (/) the box you choose.

5 4 3 2 1
CHALLENGES FACED IN NIGHT SHIFT CLASSESS SA A U D SD
1. I often feel fatigued during my night classes due to the late
hours.
2. It is difficult for me to stay alert and focused during my night
classes.
3. I often struggle to balance my work or other commitments
with attending night classes.

4. I often feel unsafe travelling to or from my night classes,

especially when commuting alone.

5. I often feel too tired to study or complete assignments after

attending my night classes.

Section 4: Academic Outcomes in Night Shift Classes Please indicate your level of
agreement or disagreement with the following statements regarding academic
outcomes in night shift classes.

5 4 3 2 1
ACADEMIC OUTCOMES IN NIGHT SHIFT CLASSESS SA A U D SD
1. Night shift classes have helped me to improve my grades
and academic standing.
2. I feel more engaged and focused during night shift classes
compared to daytime classes.
3. Night shift classes have helped me to improve my time-
management skills.
4. The instructors for my night shift classes are just as
 35

qualified and effective as those for daytime classes.

5. I feel that I have a better understanding of the academic
concepts covered in night shift classes compared to daytime
classes.

Appendix B: Request Letter to Don Carlos Polytechnic College School

President to conduct the study.

GEMMA A. QUIMPANG, PHD

OIC, Office of the President

Don Carlos Polytechnic College, Don Carlos, Bukidnon

Dear Ma'am,

I am writing to request permission to conduct a pilot testing of a questionnaire for my

research study entitled "EXPLORING THE ATTITUDES OF EDUCATION COLLEGE
STUDENTS TOWARDS NIGHT SHIFT CLASSES: PERCEPTIONS, CHALLENGES AND
ACADEMIC OUTCOMES." I am a researcher from Don Carlos Polytechnic College, and I am
conducting this study as part of my Bachelor of Science in Secondary Education.

The purpose of the pilot testing is to evaluate the clarity and comprehensibility of the
questions in the questionnaire. The questionnaire will be used to collect data from the
students of our institution, and the results of the study will help to further understand
EXPLORING THE ATTITUDES OF EDUCATION COLLEGE STUDENTS TOWARDS NIGHT
SHIFT CLASSES: PERCEPTIONS, CHALLENGES AND ACADEMIC OUTCOMES.

The pilot testing will involve a small group of 10 students who will be asked to
complete the questionnaire and provide feedback on their understanding of the questions.
The data collected from the pilot testing will not be included in the final analysis of the study.

I assure you that the pilot testing will not disrupt any ongoing academic activities of
the school, and all participants will be informed of the purpose of the pilot testing and their
role in it. Additionally, all information gathered will be kept strictly confidential and only the
research team will have access to the data.

I kindly request your approval to conduct the pilot testing. If you have any questions
or concerns about the study, please do not hesitate to contact me at
[email protected].

Thank you for your time and consideration.

Sincerely,

JEYBOY R. BIAÑO
MELODY S. MAPANO
RENE P. JUANEZA JR.
 36

Approved by:

GEMMA A. QUIMPANG, PHD

Appendix C: Request letter to 1 st year BSED and 2nd year Beed students of
Don Carlos Polytechnic College

Dear Students,

I am writing to request your participation in my research study entitled

"EXPLORING THE ATTITUDES OF EDUCATION COLLEGE STUDENTS
TOWARDS NIGHT SHIFT CLASSES: PERCEPTIONS, CHALLENGES AND
ACADEMIC OUTCOMES." I am a researcher from Don Carlos Polytechnic
College, and I am conducting this study as part of my Bachelor of Science in
Secondary Education.

The purpose of this research study is to explore the attitudes of

education college students towards night shift classes. Your participation in
this study would be greatly appreciated as it will contribute to the findings of
this research and will help to further understand EXPLORING THE
ATTITUDES OF EDUCATION COLLEGE STUDENTS TOWARDS NIGHT
SHIFT CLASSES: PERCEPTIONS, CHALLENGES AND ACADEMIC
OUTCOMES.

Your participation in this study is voluntary and all information gathered

will be kept strictly confidential. Only the research team will have access to
the data and the results of the study will be reported in a manner that does not
reveal individual participants' identities.

Participation in this study will require approximately 30 minutes. If you

agree to participate, you will be asked to indicate your level of agreement or
disagreement with the following statements regarding night shift classes.
Please note that you have the right to withdraw from the study at any time
without any penalty or consequence.

If you agree to participate, please sign the attached informed consent

form and return it to me at your earliest convenience. If you have any
questions or concerns about the study, please feel free to contact me at
[email protected].

Thank you for your time and consideration.

Sincerely,
 37

JEYBOY R. BIAÑO
MELODY S. MAPANO
RENE P. JUANEZA JR.

Appendix D. Certificate of Thesis Formatting

 38

Appendix E. Approval for Reproduction and Binding

 39

Appendix F. Thesis Distribution Form

 40

Appendix G. Certificate for Plagiarism Check

 41

Appendix H. Grammarian Certificate

 42

Appendix I: Curriculum Vitae of the Researchers

RESEARCHER
Curriculum Vitae
PERSONAL BACKGROUND
Name : Rene P. Juaneza Jr.
Age : 26
Home Address : P-14 Poblacion Sur, Don Carlos
Bukidnon
Contact Number : 09703739426
Date of Birth : March 25, 1997
Place of Birth : Pasonanca, Zamboanga city
Gender : Male
Ethnicity : Bisaya
Religion : SDA
Father's Name : Mr. Rene G. Juaneza Sr.
Mother's Name : Mrs. Orpha P. Juaneza
Degree : Bachelor of Secondary Education major
in Mathematics

EDUCATIONAL BACKGROUND
Elementary : Don Carlos SDA Elementary School
(2009-2010)
: Don Carlos Bukidnon
Secondary : Lake View Academy (2013-2014)
: Poblacion, Kitaotao Bukidnon
Tertiary : Don Carlos Polytechnic College
: P-2, Poblacion Norte, Don Carlos
Bukidnon

AFFILIATION
Member : Euclid Club
: 2020-2023
 43

RESEARCHER
Curriculum Vitae

PERSONAL BACKGROUND
Name : Jeyboy R. Biaño
Age : 26
Home Address : P-9 Kianggat, Dangcagan,Bukidnon
Contact Number : 09924831005
Date of Birth : February 08, 1997
Place of Birth : P-9 Kianggat, Dangcagan,Bukidnon
Gender : Male
Ethnicity : Bisaya
Religion : Roman Catholic
Father's Name : Mr. Pedencio Biaῆo
Mother's Name : Mrs.Nelsita A. Rivera
Degree : Bachelor of Secondary Education major
in Mathematics

EDUCATIONAL BACKGROUND
Elementary : Kianggat Elementary School (2010-
2011)
: Dangcagan Bukidnon
Secondary : Dangcagan National High School Batch
(2013-2014)
: Poblacion, Dangcagan, Bukidnon
Tertiary : Don Carlos Polytechnic College
: P-2, Poblacion Norte, Don Carlos
Bukidnon

AFFILIATION
Member : Euclid Club
: 2020-2023
 44

RESEARCHER
Curriculum Vitae

PERSONAL BACKGROUND
Name : Melody S. Mapano
Age : 30
Home Address : P-9 Basecamp Maramag Bukidnon
Contact Number : 09354507833
Date of Birth : June 15, 1992
Place of Birth : Valencia city Bukidnon
Gender : Female
Ethnicity : Bisaya
Religion : SDA
Father's Name : Mr. Danilo H. Mapano
Mother's Name : Mrs. Diosdada S. Mapano
Degree : Bachelor of Secondary Education
major in Mathematics

EDUCATIONAL BACKGROUND
Elementary : Base Elementary School (2004-2005)

Secondary : San Andres National Highschool (2010-

2014)

Tertiary : Don Carlos Polytechnic College

: P-2, Poblacion Norte, Don Carlos
Bukidnon

AFFILIATION
Member : Euclid Club
: 2020-2023