Authors : Ladylee Solimen

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/z47sr72v

Scribd : https://tinyurl.com/576tvu3j

DOI : https://doi.org/10.38124/ijisrt/26jun1280

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This review synthesizes literature on the impact of shortened instructional time on student skill development, with emphasis on Technology and Livelihood Education (TLE) in junior high schools. The objective is to examine how reduced class periods affect technical, practical, and problem-solving competencies among learners. Literature was gathered from ERIC, ScienceDirect, Google Scholar, and Philippine E-Journals, covering studies published between 2015 and 2025. Findings consistently highlight that instructional time is a critical determinant of student achievement, particularly in competency-based subjects requiring hands-on practice. International organizations such as UNESCO and OECD emphasize that adequate learning time enhances mastery, engagement, and performance, while shortened periods often lead to rushed instruction, incomplete tasks, and reduced opportunities for practice. Theoretical perspectives such as Kolb’s Experiential Learning Theory and Competency-Based Education frameworks explain why sufficient time is essential for skill acquisition. However, gaps remain in localized studies examining shortened class time in Philippine TLE contexts. This synthesis underscores the importance of aligning instructional schedules with competency requirements. Recommendations include curriculum adjustments, extended laboratory sessions, and innovative teaching strategies to maximize learning despite time constraints.

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