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The study aims to investigate Grade Nine students´ academic performance and their teachers´ effectiveness from single shift schooling and double shift schooling in selected junior high schools in Angeles City for the school year 2016-2017. It employed descriptive correlation type of research in order to elaborate the difference of single and double shift schooling in terms of teachers´ teaching effectiveness and students´ academic performance as well as other factors that affect the academic performance like absenteeism, preferred day of study, participation in the class, mode of transportation, and monthly household income. The participants were comprised of total of 240 grade 9 students from heterogeneous sections and 25 teachers. The respondents were selected by stratified proportional sampling where in 120 respondents from each type of school shift were selected as systematic samples. Findings showed that there was a significant difference between the academic performance of students and teachers´ teaching effectiveness in single shift and double shift. It also revealed that each type of school shift differs in other factors in the study.

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