Analyzing the effects of morning vs. afternoon classes on UPRHS Junior High student performance through statistical analyses and qualitative-based data

Date

6-2026

Principal

Buela, Mabel S.

Abstract

Class time—morning or afternoon—had a low direct impact on assessment scores on two Math 7 classes in the University of the Philippines Rural High School (UPRHS) with consistent morning or afternoon schedules. The impact of class scheduling, particularly class times, on student performance, such as component grades, was analyzed while considering performance variables: study time allocation, study timing, sleep hours, and chronotype. A quantitative research approach was used to compare the relationship between (1) class schedule and 1st semester component grades, (2) class schedule and performance variables, and (3) performance variables and component grades, through statistical analyses in jamovi. Results show that class timing had almost no significant impact on students’ lifestyle, habits, and grades. Additionally, a focus group discussion identified potential causes of such findings, showing that while class timing affects students’ energy levels, particularly due to chronotype, other factors such as class duration, teaching strategies, and routines have more impact on learning experiences and academic performance. These findings contribute to policy discussions of school administrations regarding optimal class scheduling by considering placing cognitively demanding subjects later in the day and limiting class durations to an hour. Such decisions are important in ensuring that students have enough mental capacity to absorb discussions and participate, supporting both intellectual and personal growth.

Language

English

Location

UP Rural High School

Document Type

Capstone

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