Senior High School Learners' Perception on School Day Duration

Abstract This study investigated the perceptions and preferences of senior high school students regarding the optimal length of the school day and its potential impact on student engagement. Recognizing the growing concern over excessively long school hours and their possible effects on learners' well-being and academic efficiency, the research aimed to explore how students experience and evaluate their current school schedules. Utilizing a mixed-methods approach, the study surveyed 271 senior high school students. The findings revealed that a significant majority of students perceive the current school day, typically lasting 7 to 9.5 hours, as excessively long. Most expressed a preference for a shorter school day of 5 to 6 hours, primarily to allow more time for rest, personal development, and independent study. Students also favored a school start time between 7:00 and 8:00 a.m., highlighting the need for adequate morning preparation. Mid-morning and early morning hours were identified as the most effective periods for learning. Despite extended instructional time, international assessments suggest that academic performance remains low, raising concerns about the efficiency of time spent in school. These findings underscore the importance of aligning school schedules not only with curriculum demands but also with students' cognitive readiness, well-being, and engagement.