Class Time Schedule and Academic Performance in Mathematics and Science: A Comparative Study of non-STEM Grade 11 Students
DOI:
https://doi.org/10.67167/vertex.733Keywords:
class time schedule, academic performance, General Mathematics, General Science, circadian rhythm, synchrony effect, senior high schoolAbstract
This study examined the relationship between class time schedule and academic performance in General Mathematics and General Science among non-STEM Grade 11 students during the 2025-2026 school year. Using a descriptive-comparative design, the general average grades of 195 students from six sections at Immaculate Conception Polytechnic Education Inc. – Meycauayan were analyzed across three time blocks: morning (9:15–11:15 AM), midday (11:30 AM–1:30 PM), and afternoon (1:30–3:30 PM). Assumption checks revealed violations of normality and homogeneity, prompting the use of Kruskal-Wallis tests. Results indicated significant differences in General Mathematics, χ²(2, N = 195) = 9.190, p = .010, and General Science, χ²(2, N = 195) = 8.458, p = .015. Post-hoc Mann-Whitney U tests with Bonferroni correction showed that the midday group significantly outperformed the morning group in Mathematics (p = .004) and the afternoon group in Science (p = .002); no other pairwise differences were significant. These findings suggest that midday scheduling may offer a favorable temporal window for academic performance, although the observed advantages were subject-specific. The study provides grade-based evidence that class time schedule can be a relevant consideration in scheduling decisions, and it recommends further research incorporating individual chronotype measures to strengthen causal interpretations.
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