Edukasiana: Jurnal Inovasi Pendidikan

ISSN 2809-6770
Volume 2, Issue 3, 2023, pp. 204-221

The Effects of Class Schedules on the Focus and Punctuality of

Senior High School Students

Marinell F. Moral*, Leila Anne C. Tabien, France Mariella A. Napoles, Jane Cyrile M. Nunez,
Cyruz Benn A. Guevara
Humanities and Social Sciences, National University Nazareth School, Manila, Philippines
*Corresponding Author: moralmarinell26@gmail.com

ABSTRACT
This study aimed to investigate the effects of class schedules on the focus and
punctuality of senior high school students, particularly the Grades 11 and 12, in
Nazareth School of National University and compare its effects on the two different
grade levels who start their face-to-face classes at different times. With the time their
classes are scheduled, students may experience its effects on their ability to focus and
be punctual in their classes. This study used a quantitative research design employing
a descriptive-comparative approach as it enables understating the effects of different
class schedules on the focus and punctuality of senior high school students and
compares two different class schedules, namely the morning classes and afternoon
classes. The study was conducted using a questionnaire with twenty-nine (29) items
that aims to assess the focus and punctuality of senior high school students in their
scheduled face-to-face classes. The study had hundred sixty-six (166) participants
using a stratified sampling technique, particularly Grade 11 students who attend
morning scheduled classes and Grade 12 who attend afternoon scheduled classes. The
findings of the study showed that students from morning and afternoon scheduled
classes may exhibit similar levels of focus and punctuality while there is no sufficient
Article History:
evidence to reject the null hypothesis of the study stating that there is no difference
Received 2023-06-12
between morning and afternoon classes in terms of the focus of the students. The
Accepted 2023-07-16
findings study concludes that regardless of the time their classes are scheduled,
students from different class schedules may maintain focus and prioritize punctuality
DOI:
in their classes.
10.56916/ejip.v2i3.403
Keywords: class schedules; focus; punctuality; quantitative; descriptive-comparative

1. INTRODUCTION
Class schedules may become a factor that can influence a student’s focus and punctuality.
Students’ ability to focus on class is a crucial component of their success as they are attentive and
engaged to participate, learn, and comprehend the lessons and materials being taught to them.
Students’ punctuality is also a crucial component of their success as they can arrive at school and
accomplish their tasks in class on time which is vital for their performance. Class schedule, on the other
hand, refers to the organized arrangement of classes that outlines the time and duration that students
are required to attend. It includes the time at which a school begins its classes and any other school-
related activities and events, usually starting as early as 7:30 AM. The ability of students to focus and be
punctual in their classes may depend on the time of their class schedule, especially when they have
enough preparation for their classes. Students may tend to focus and be punctual at school better when
it starts at a time that optimizes sleep and preparation needed by students for classes.
The National University Nazareth School (NUNS) has implemented its class schedule for the
Senior High School level at different times, with face-to-face classes of Grade 11 starting at 7:30 AM and
face-to-face classes of Grade 12 starting at 1:30 PM, by the Department of Education order. According

This is an open access article under the CC BY-SA license.

Copyright © 2023 by Author
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to the interview of the researchers with the senior high school principal, Mr. Marius Hernani S. Garcia,
the class schedule is implemented for a practical and organized schedule for both grade levels. The
reasons for implementing class schedules at different times is first, Grade 12 students are assumed to be
more capable of being responsible for their time and able to go home after their classes at late-
afternoon as they are around 17-19 years old than Grade 11 students who are around 16-18 years old.
The second reason is the lack of rooms in the school building, with logistical considerations, different
times for class schedules for the two grade levels will ensure that students will have access to
classrooms throughout the day. The reasons are based on parental preferences, student safety, and
logistical considerations. With this schedule set by the school, its effects on the focus and punctuality of
students can be better studied.
Class schedules and time may improve a student’s performance at school, specifically their focus
and punctuality, when they achieve optimal sleep (Learning Liftoff, 2019). With classes having to start as
early as 7:30 AM that students are required to follow, they will need to sleep early in the evening and
wake up early in the morning which will improve their brain function, concentration, and memory power
for them to perform better at school (Cirillo, 2022). Having to attend early class schedules, students learn
to improve their concentration and memory power, as well as develop a sense of productivity and
discipline. However, having to be at school before and at exactly the time required, students struggle as
their focus and punctuality are affected by the lack of sleep and preparation their body needs.
However, there is limited literature and studies that tackle class schedules and times in the
afternoon or that compare different schedules in the morning and the afternoon. The majority of the
existing literature and studies are about the comparison of two different class schedules in the morning,
leaving a gap in this study that examines the comparison between how class schedules affect the focus
and punctuality of students in the morning and the afternoon.
Hence, this study aimed to investigate and compare the effects of class schedules on the focus
and punctuality of senior high school students at NUNS. The overall goal of this study is to determine
whether starting class schedules at different times affects the ability of students from two grade levels of
senior high school to perform well during their class hours, compare its effects, and assist school
administrators in determining the time for class schedules for optimal student performance.
Specifically, the study will explore the following research questions: (1) What are the effects of
class schedules on the focus and punctuality of senior high school students from morning and afternoon
classes?; (2) Is there a significant difference between morning classes and afternoon classes in terms of
the focus of the students?; And (3) Is there a significant difference between morning classes and
afternoon classes in terms of the punctuality of the students?
A student’s ability to perform and participate in his classes may depend on the time at which his
classes start, as it may have an influence on his overall well-being. A growing body of research has
studied how varied school class schedules may affect a student’s overall well-being which may influence
their performance at school. Keller et al. (2015) stated in their study that early class times may become a
factor in promoting sleep deprivation among students which will result in poorer academic performance
as adequate sleep is essential in learning. While Au et al. (2014) stated that school districts should
optimize sleep in students and aim for class schedules that will provide an opportunity for the students
to achieve optimal levels of sleep that will improve their academic performance, including their physical
and mental health, safety, and quality of life. With, Alfonsi et al. (2020) claimed in their study that an
hour delay in class time can improve the sleep of students which will lead to improved academic
performance. According to research by Buena et al. (2019), in the case of teachers scheduling classes
from their conducted meetings, they propose to avoid academic problems and even the holistic
development of students, if there is an effective schedule provided for students based on their
respective section, that includes for the entire academic year. The effects of an unorganized schedule

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will result in the low academic development of students, for example, inconsistency in their attendance,
especially when they are not prepared for their given schedules. Students may also experience less focus
on a subject that ends longer in time, moreover if it is mentally draining. An effective schedule is the
best way and the primary source to learn positively which is important from their day-to-day basis of
activities and can be beneficial for students to get ample rest, enough sleep, and a more effective daily
routine needed to have the strength and function to reflect on their class, do academic work, and can
take time to entertain.
Several studies claimed that later class schedules may be more beneficial for students, not just to
perform well in their classes but also for their well-being. Rep. Greg Gasataya remarked that classes
should not start earlier than 8:30 a.m. under House Bill No. 569. because of the status of transportation,
the strain associated with K–12 education, and forced access to places that are hazardous to kids' health
and safety. He further explained the system in other countries where classes are said to start later while
also appearing in some studies that classes that are not too early improve student performance
(Amargo-Garcia, 2019). A study indicates that policies aimed at delaying class in the morning may have
a positive impact on students with delayed class schedules by 80 minutes getting an adequate sleeping
schedule, and less depression, which helps the students to perform well, more than twice the rate of
other students in school that does not implement by delayed class schedules (Marx et al., 2017).
Carvalho-Mendes et.al (2020) stated in the study that students from morning shift classes may take
afternoon naps but not sufficient to overcome sleep deprivation. The study confirms that afternoon shift
classes may be needed to eliminate sleep deprivation among students even though schedules may be
conflicted. While mentioning student learning and performance, Williams et al. (2018) found in the study
that, all else equal, the afternoon is the best time of day for student learning. Gains from having a class
in the afternoon relative to the morning are partially offset by fatigue. However, when fatigue is factored
in, a student in a 2:00 pm class that follows a full schedule of classes in the morning is predicted to
perform only 0.08 standard deviations better than in the 7:30 am class.
Focus plays a pivotal role in education as it directly influences students' ability to actively
participate in and pay attention during their classes, which are crucial aspects of the learning process.
Extensive research demonstrates that students who exhibit better control over their attention tend to
perform better in their classes (Deepa et al., 2022). Students tend to struggle in developing different
techniques and abilities in focusing on their classes, which is why the time they are more able to focus is
an important factor to consider when setting time for class schedules that are aligned with how and
when students can better perform well in their classes. As students struggle in paying attention to stay
focused in class, there are some factors that may affect their ability to focus. The study conducted by
Ciceki and Sadik (2019) mentioned that when students can maintain focus during class, they are more
likely to understand and retain the information being taught to them which leads to a better
performance in class. The study found that due to early class schedules, students get to class with a low
level of readiness, learning difficulties, being in adolescence, a lack of interest in the lesson, aimlessness,
and no motivation as well as coming to school without sleep, hungry, and tired.
Several studies have found that students can better maintain focus in class when it is delayed or
starts in the afternoon. A study by Dikker et al. (2020) studied the impact of class schedules and times
on students' performance by investigating changes in brain activity and self-reported levels of focus
throughout the day. The study stated that adolescents are less alert in the morning which results in a
reduction in performance in the morning as they may lack focus in the morning due to sleepiness and
lack focus in the afternoon due to distractibility. The study proposed that mid-morning, around 10:30
AM, could be an ideal time for students to learn effectively.

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While various studies favored that a delay in class time and schedule may further improve the
focus of students in classes, a study by Adams et al. (2021) on the other hand found that 58% of the
students preferred morning classes it is the time at which they can pay more attention than afternoon
classes. The findings of the study supported that there are significant differences in attention levels of
students at different times of day and the later the hour, the lower the level of attention.
Punctuality may depend on situational factors of individuals such as being a morning person or
being an evening person, and it might seem to be a personal trait or issue for some students, whereas it
is an essential component of performance and learning (Werner et al., 2015). Students who arrive at
school and accomplish their tasks on time show a maximum level of achievement which indicates that
punctuality is necessary and builds positive effects on students’ success (Kamal et al., 2013).
Many studies claimed and found that early time for class schedules may be more beneficial to
improve and promote punctuality among students. With the morning schedule, many students prefer to
get up and sleep much earlier, making them keep on track of their time in the morning schedules
(Arrona-Palacios, 2017). Students may have more time after school to do their personal routines, and
hobbies freely than being in afternoon classes, who tend to have lesser time after their sessions, which
may affect their daily routine. Students can function well and are motivated to go to school in the
morning and are most likely to select earlier times rather than late afternoon or evening times
(Wahlstrom et. al, 2014). Students who have morning classes tend to have higher rates of punctuality
than those with afternoon classes. This is likely due to several reasons, including the fact that morning
classes often begin earlier in the day, providing students with more time to plan their schedules and
make sure they arrive on time, and students with morning classes may be more likely to prioritize their
coursework and academic responsibilities, as these are the first tasks they face each day at school. The
other study finds that later class times are correlated to the mood of students to improve their school
attendance, less tardiness, and falling asleep in classes from delayed rise times (Wheaton et.al, 2017).
But while several studies found students may thrive in the morning and afternoon, it is also
important to acknowledge that each student is different. Some may thrive in the afternoon and morning
and may have no trouble getting to class on time, while others may struggle no matter what time of day
their classes are scheduled. This could be due to a variety of reasons, such as personal preferences or
work schedules, age, and lifestyles that allow the students greater flexibility in the afternoon (Bjelajac et.
al, 2020). To promote punctuality among students regardless of their scheduled class time, time
management is encouraged. A study by Alyami et al. (2021), some students may struggle to meet
deadlines due to a lack of insight into how to effectively manage their time. The vitality of finishing tasks
on time emphasizes the need to efficiently manage time as well as make the most use of the available
time to achieve academic goals. It is important for students to improve their time management in order
to control their time for more effective actions to stay punctual where time management can be
categorized as a student’s habit development from determination and through practice (Alam & Rashid,
2013).

Class Schedules
 Focus
 Morning Classes  Punctuality
 Afternoon Classes

Figure 1: Conceptual Framework of The Effects of Class Schedules on the Focus and Punctuality of Senior
High School Students

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Figure 1 shows that this study examines the effects of class schedules on the focus and punctuality
of students. The independent variable is the class schedules, which are divided into two levels: morning
classes and afternoon classes, while focus and punctuality are the dependent variables. Hence, the two
variables indicated above are crucial to examine as class schedules can affect a student's learning and
performance. As a result, indications must be researched to determine how class schedules affect
student performance in school. First is the focus, which is an important determinant of learning and
success as it allows students to pay attention to their teachers, absorb information, and engage in
critical thinking. In line with this, class schedules can impair students' ability to focus if their routines are
not exact or they are not habituated to the scheduled time of class. Second, punctuality allows students
to be prepared and ready to learn when the session begins and accomplish tasks during class on time.
This can influence their learning performance as well, causing them to fall behind or overlook essential
topics as well as fall behind on their work or feel stressed. Overall, these two indicators are important for
student success and can be influenced by class schedules. Senior high school students' focus and
punctuality may improve if there is a greater knowledge of how class schedules affect their learning and
performance.

2. METHODS
Research Design
This study used a quantitative research design that utilized a descriptive-comparative approach as
it enables understating the effects of different class schedules on the focus and punctuality of senior
high school students and compares two different class schedules, namely the morning classes and
afternoon classes. This approach enables the researchers to collect extensive data on multiple schedule
times, analyze patterns and differences, and comprehend how different schedules affect student
learning and performance. By employing a descriptive-comparative design, researchers can identify and
compare effects, provide evidence-based insights, and make informed recommendations to optimize
class schedules for better focus and punctuality of the students.

Context and Participants

The study was conducted at an educational institution in Manila, Philippines, National University
Nazareth School (NUNS), during the first week of June. The participants of the study are Senior High
School students of the educational institution enrolled in the Academic Year 2022 – 2023, particularly
eighty-three (83) Grade 11 students who attend morning scheduled classes and eighty-three (83) Grade
12 students who attend afternoon scheduled classes with a total of hundred sixty-six (166) participants.
The sampling technique used in the study is the stratified sampling technique which involved dividing
the population into distinct groups or strata and selecting participants to represent each distinct group
(Parsons, 2017). The participants were selected from each of the sections from the academic track
strands (ABM, HUMSS, GAS, and STEM) from both grade levels.

Research Instruments
The researchers conducted a Questionnaire that values the participants' responses, enabling the
collection of quantitative data. Questionnaires can ensure measurements and standardization that all
participants are responding to the same set of questions provided, reduce potential biases, and reflect
the characteristics of the target participants with how class schedules affect the Focus and Punctuality of
senior high school students. The researchers provided the instrument containing two (2) domains and
twenty-nine (29) items related to “Effects of Class Schedules on the Focus and Punctuality of Senior High
School Students”. The questionnaire went through a validity test with the objective judgment and
insights of validators or experts who have working experience related to the field of Education and went

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 Edukasiana: Jurnal Inovasi Pendidikan, 2(3), 2023, pp. 204-221 209

through a reliability test by conducting pilot testing. The questionnaire contains items that align with its
objectives, seeking the students’ focus and punctuality in their class, from varied class schedules of
Senior High School Students in NUNS.

Data-gathering Procedure
The study was conducted at National University Nazareth School in the academic year 2022 –
2023 which required Senior High School students under all the academic track strands (ABM, HUMSS,
GAS, and STEM).
The researchers constructed two (2) sets of twenty-five 25 items, with overall items of fifty (50), on
the focus and punctuality of students in classes in establishing the study’s research instrument. The
items were ensured to be clear, concise, and aligned with the objectives of the study. With the research
adviser’s approval, the researchers sought the expertise of three (3) experts in the field of Education,
most specifically the educators from the same school, for the content validity of the questionnaire. With
the experts’ reviews, insights, and suggestions in ensuring the validity of the questionnaire, the
researchers revised the items in the questionnaire, leaving it with twenty-nine (29) items. After the
content validity test, the research went through a reliability test by conducting a pilot test on a small
sample of twenty-four (24) respondents from the target population. The researchers collected their
responses and analyzed the reliability of the instrument. With the use of Cronbach’s alpha in reviewing
the responses, the alpha value was at 0.924 which classified that the items were reliable, and no items
were revised or removed from the questionnaire. The researchers then proceeded with the data
gathering using a stratified sampling technique with a population of hundred sixty-six (166) students
from the senior high school level, having an equal number of 83 participants from both Grades 11 and
12. Ensuring confidentiality and a clear purpose of the study, the researchers created the questionnaire
using Microsoft Forms for the respondents to answer. They implemented the stratified random sampling
technique to ensure that the population will be best presented by different subgroups or strata by
randomly selecting and inviting respondents from each stratum. The data gathered from the participants
were compiled and analyzed.
The results of the data collection were analyzed, organized, and statistically treated to identify
whether there is a significant difference in the focus and punctuality in class among hundred sixty-six
(166) student participants attending different class schedules.
Data Analysis
This study used the Mann-Whitney U Test to determine the effects of different class schedules on
the focus and punctuality of senior high school students. The population parameter of Grade 11 is
higher than that of Grade 12, which makes the data non-parametric. This statistical test is appropriate
for the study as it will assess the distribution of scores difference between the two groups, even if the
data is non-parametric and ordinal. Investigating the significant difference between the two groups, this
statistical treatment allowed the researchers to obtain significant findings. By utilizing the Mann-
Whitney U test and running it on the JASP program, the researchers attained the study’s objective of
seeking whether there is a significant difference in focus and punctuality between Grade 11 students
who attend morning classes and Grade 12 students who attend afternoon classes which can contribute
valuable insights into the two different groups.

3. RESULTS AND DISCUSSION

Results
Research Question 1: What are the effects of class schedules on the focus and punctuality of
senior high school students from morning and afternoon classes?

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Table 1. Focus of Senior High School students in their scheduled class

Items Class Mode Range Interpre- Meaning
Schedule tation

1. I engage in class 7:30 AM – 4.000 4.000 Often Majority of the respondents said that they
activities and 11:30 AM are often able to engage in class activities
assessments, whether and assessments in morning scheduled
actively or as needed. classes.

1:30 PM – 5.000 3.000 Always Majority of the respondents said that they
5:30 PM are always able to engage in class activities
and assessments in afternoon scheduled
classes.

2. I participate in class 7:30 AM – 4.000 4.000 Often Majority of the respondents said that they
discussions and 11:30 AM often participate in class discussion and
recitations, whether recitations in morning scheduled classes.
actively or as needed.

1:30 PM – 4.000 3.000 Often Majority of the respondents said that they
5:30 PM often participate in class discussions and
recitations in afternoon scheduled classes.

3. I maintain focus and 7:30 AM – 4.000 4.000 Often Majority of the respondents said that they
attention in listening 11:30 AM often maintain focus and attention in
to class discussions, listening to class discussions regardless of
regardless of feeling feeling reserved about actively participating
reserved about in morning scheduled classes.
actively participating.

1:30 PM – 4.000 3.000 Often Majority of the respondents said that they
5:30 PM often maintain focus and attention in
listening to class discussions in afternoon
scheduled classes.

4. I cooperate and 7:30 AM – 5.000 4.000 Always Majority of the respondents said that they
collaborate with my 11:30 AM always cooperate and collaborate with their
classmates during classmates during group activities in
group activities. morning scheduled classes.

1:30 PM – 5.000 4.000 Always Majority of the respondents said that they
5:30 PM always cooperate and collaborate with their
classmates during group activities in
afternoon scheduled classes.

5. I am capable of 7:30 AM – 4.000 3.000 Often Majority of the respondents said that they
managing my studies 11:30 AM are often capable of managing their studies
and activities and activities independently in morning
independently. scheduled classes.

1:30 PM – 4.000 4.000 Often Majority of the respondents said that they
5:30 PM are often capable of managing their studies
and activities independently in afternoon
scheduled classes.

6. I do not experience 7:30 AM – 3.000 4.000 Sometim Majority of the respondents said that they
difficulties in 11:30 AM es sometimes do not experience difficulties in
understanding understanding activities given in their class
activities given in in morning scheduled classes.

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Items Class Mode Range Interpre- Meaning

Schedule tation

class.

1:30 PM – 4.000 4.000 Often Majority of the respondents said that they
5:30 PM often do not experience difficulties in
understanding activities given in their
afternoon scheduled classes.

7. I remain interested 7:30 AM – 4.000 4.000 Often Majority of the respondents said that they
and focused in 11:30 AM often remain interested and focused in
listening to class listening to class discussion in morning
discussions. scheduled classes.

1:30 PM – 4.000 3.000 Often Majority of the respondents said that they
5:30 PM often remain interested and focused in
listening to class discussions in afternoon
scheduled classes.

8. I remain interested 7:30 AM – 4.000 4.000 Often Majority of the respondents said that they
and focused on doing 11:30 AM often remain interested and focused on
the activities given by doing the activities given by their teacher
the teacher. morning scheduled classes.

1:30 PM – 4.000 3.000 Often Majority of the respondents said that they
5:30 PM often remain interested and focused on
doing the activities given by the teacher in
afternoon scheduled classes.

9. I find it easy to filter 7:30 AM – 4.000 4.000 Often Majority of the respondents said that they
out irrelevant 11:30 AM often find it easy to filter out irrelevant
information and information and concentrate on the task
concentrate on the assigned by the teacher during their
task assigned by the morning scheduled classes.
teacher during class.

1:30 PM – 4.000 4.000 Often Majority of the respondents said that they
5:30 PM often find it easy to filter out irrelevant
information and concentrate on the task
assigned by the teacher during afternoon
scheduled classes.

10. I remain interested 7:30 AM – 4.000 4.000 Often Majority of the respondents said that they
and attentive, making 11:30 AM often remain interested and attentive,
it easier for me to making it easier for them to focus during
focus during this time morning scheduled classes.
of class.

1:30 PM – 4.000 3.000 Often Majority of the respondents said that they
5:30 PM often remain interested and attentive,
making it easier for them to focus during
afternoon scheduled classes.

11. I effectively learn 7:30 AM – 4.000 4.000 Often Majority of the respondents said that they
and understand the 11:30 AM often effectively learn and understand the
lesson being taught in lesson being taught in class during morning
class during this time scheduled classes.
of class.

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Items Class Mode Range Interpre- Meaning

Schedule tation

1:30 PM – 4.000 3.000 Often Majority of the respondents said that they
5:30 PM often effectively learn and understand the
lesson being taught in class during
afternoon scheduled classes.

12. I find it easier to 7:30 AM – 5.000 3.000 Always Majority of the respondents said that they
be interested in class 11:30 AM always find it easier to be interested in class
when the teacher when the teacher teaches the lesson well in
teaches the lesson morning scheduled classes.
well.

1:30 PM – 5.000 4.000 Always Majority of the respondents said that they
5:30 PM always find it easier to be interested in class
when the teacher teaches the lesson well in
afternoon scheduled classes.

13. I maintain 7:30 AM – 4.000 3.000 Often Majority of the respondents said that they
sustained attention 11:30 AM often maintain sustained attention and focus
and focus during a during a long period of morning scheduled
long period of class. classes.

1:30 PM – 4.000 4.000 Often Majority of the respondents said that they
5:30 PM often maintain sustained attention and focus
during a long period of afternoon scheduled
classes.

14. I effectively 7:30 AM – 4.000 3.000 Often Majority of the respondents said that they
manage pressure 11:30 AM often effectively manage pressure when
when focusing on the focusing on the activities given by the
activities given by the teacher during morning scheduled classes.
teacher during class.

1:30 PM – 4.000 4.000 Often Majority of the respondents said that they
5:30 PM often effectively manage pressure when
focusing on the activities given by the
teacher during afternoon scheduled classes.

15. Coming to school 7:30 AM – 3.000 4.000 Sometim Majority of the respondents said that
with a low level of 11:30 AM es coming to school with a low level of
readiness does not readiness does not affect their ability to
affect my ability to focus on morning scheduled classes
focus on class. sometimes.

1:30 PM – 4.000 4.000 Often Majority of the respondents said that

5:30 PM coming to school with a low level of
readiness does not affect their ability to
focus on afternoon scheduled classes
oftentimes.

16. I tend to be more 7:30 AM – 4.000 3.000 Often Majority of the respondents said that they
prepared and 11:30 AM often tend to be more prepared and
organized to study organized to study and listen to class
and listen to class discussions during morning scheduled
discussions during this classes.
time of class.

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Items Class Mode Range Interpre- Meaning

Schedule tation

1:30 PM – 4.000 4.000 Often Majority of the respondents said that they
5:30 PM often tend to be more prepared and
organized to study and listen to class
discussions during afternoon scheduled
classes.

17. I am more 7:30 AM – 4.000 3.000 Often Majority of the respondents said that they
motivated and 11:30 AM are often more motivated and productive to
productive to study study and listen to class discussions and
and listen to class activities during morning scheduled classes.
discussions and
activities during this
time.

1:30 PM – 4.000 3.000 Often Majority of the respondents said that they
5:30 PM are often more motivated and productive to
study and listen to class discussions and
activities during afternoon scheduled
classes.

Table 1 presents the results of the focus of senior high school students in their scheduled class
from the questionnaire they answered, illustrating how their scheduled classes may affect their ability to
focus on their classes. While results show that class schedules do not directly affect the focus of students
as they can maintain focus, the range of their focus varies. Its findings show that regardless of the time
their classes are scheduled, there may be students who can sustain focus during classes and there may
be students who cannot.

Table 2: Punctuality of Senior High School students in their scheduled classes

Items Class Mode Range Interpre Meaning
Schedule -tation

1. I attend the 7:30 AM – 5.000 4.000 Always Majority of the respondents said that they
scheduled classes, 11:30 AM are always able to attend the scheduled
meetings, and classes, meetings, and activities on or
activities on or before before the time of morning scheduled
the time. classes.

1:30 PM – 5.000 3.000 Always Majority of the respondents said that they
5:30 PM are always able to attend the scheduled
classes, meetings, and activities on or
before the time of afternoon scheduled
classes.

2. I participate in 7:30 AM – 4.000 4.000 Often Majority of the respondents said that they
extracurricular 11:30 AM often participate in extracurricular
activities at the time activities at the time scheduled by the
scheduled by the administrator in morning scheduled
administrator. classes.

1:30 PM – 4.000 4.000 Always Majority of the respondents said that they
5:30 PM often participate in extracurricular
activities at the time scheduled by the

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Items Class Mode Range Interpre Meaning

Schedule -tation

administrator in afternoon scheduled

classes.

3. I adhere to 7:30 AM – 5.000 4.000 Always Majority of the respondents said that they
instructions and 11:30 AM always adhere to instructions and
promptly respond to promptly respond to the orders given by
the orders given by the teacher on time in morning scheduled
the teacher on time. classes.

1:30 PM – 4.000 4.000 Often Majority of the respondents said that they
5:30 PM often adhere to instructions and promptly
respond to the orders given by the
teacher on time in afternoon scheduled
classes.

4. I effectively 7:30 AM – 4.000 4.000 Often Majority of the respondents said that they
complete the tasks 11:30 AM often effectively complete the tasks given
given in class on time in class on time when they allocate
when I allocate adequate time for preparation before
adequate time for their morning scheduled classes.
preparation before
class.

1:30 PM – 4.000 3.000 Often Majority of the respondents said that they
5:30 PM often effectively complete the tasks given
in class on time when they allocate
adequate time for preparation before
their afternoon scheduled classes.

5. I effectively 7:30 AM – 4.000 4.000 Often Majority of the respondents said that they
prioritize and manage 11:30 AM often effectively prioritized and manage
my time for the tasks I their time for the tasks they must
must accomplish in accomplish in morning scheduled classes.
class.

1:30 PM – 4.000 3.000 Often Majority of the respondents said that they
5:30 PM often effectively prioritized and manage
their time for the tasks they must
accomplish in afternoon scheduled
classes.

6. I effectively and 7:30 AM – 4.000 3.000 Often Majority of the respondents said that they
proficiently complete 11:30 AM often effectively and proficiently
tasks within the complete tasks within the allotted time
allotted time given by given by the teacher in morning
the teacher. scheduled classes.

1:30 PM – 4.000 4.000 Often Majority of the respondents said that they
5:30 PM often effectively and proficiently
complete tasks within the allotted time
given by the teacher in afternoon
scheduled classes.

7. I effectively manage 7:30 AM – 4.000 4.000 Often Majority of the respondents said that they
multiple and different 11:30 AM often effectively manage multiple and
tasks simultaneously different tasks simultaneously when

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Items Class Mode Range Interpre Meaning

Schedule -tation

when needed, needed, ensuring timely completion in

ensuring timely morning scheduled classes.
completion.

1:30 PM – 4.000 3.000 Often Majority of the respondents said that they
5:30 PM often effectively manage multiple and
different tasks simultaneously when
needed, ensuring timely completion in
afternoon scheduled classes.

8. I effectively manage 7:30 AM – 4.000 3.000 Often Majority of the respondents said that they
pressure when 11:30 AM often effectively manage pressure when
accomplishing the accomplishing the tasks given by the
tasks given by the teacher on time, ensuring timely
teacher on time, completion and quality work in morning
ensuring timely scheduled classes.
completion and
quality work.

1:30 PM – 4.000 3.000 Often Majority of the respondents said that they
5:30 PM often effectively manage pressure when
accomplishing the tasks given by the
teacher on time, ensuring timely
completion and quality work in afternoon
scheduled classes.

9. I set alarms or 7:30 AM – 3.000 4.000 Sometim Majority of the respondents said that they
reminders as part of 11:30 AM es sometimes set alarms or reminders as
my strategies for part of their strategies for ensuring
ensuring punctuality punctuality for class and task deadlines in
for class and task morning scheduled classes.
deadlines.

1:30 PM – 4.000 4.000 Often Majority of the respondents said that they
5:30 PM often set alarms or reminders as part of
their strategies for ensuring punctuality
for class and task deadlines in afternoon
scheduled classes.

10. I plan my daily 7:30 AM – 4.000 3.000 Often Majority of the respondents said that they
routine to ensure I 11:30 AM often plan their daily routine to ensure
consistently arrive on they consistently arrive on time for class,
time for class, without without feeling rushed or running late for
feeling rushed or their morning scheduled classes.
running late.

1:30 PM – 4.000 4.000 Often Majority of the respondents said that they
5:30 PM often plan their daily routine to ensure
they consistently arrive on time for class,
without feeling rushed or running late for
their afternoon scheduled classes.

11. I consider traffic 7:30 AM – 4.000 4.000 Often Majority of the respondents said that they
conditions and adapt 11:30 AM often consider traffic conditions and
my departure time adapt their departure time accordingly, to

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Items Class Mode Range Interpre Meaning

Schedule -tation

accordingly, to ensure ensure they arrive punctually for their

I arrive punctually for morning scheduled classes without
class without experiencing delays.
experiencing delays.

1:30 PM – 4.000 4.000 Often Majority of the respondents said that they
5:30 PM often consider traffic conditions and
adapt my departure time accordingly, to
ensure they arrive punctually for
afternoon scheduled classes without
experiencing delays.

12. I prioritize my 7:30 AM – 4.000 4.000 Often Majority of the respondents said that they
class punctuality and 11:30 AM often prioritize their class punctuality and
minimize personal minimize personal delays to ensure that
delays to ensure that I they consistently arrive on time for their
consistently arrive on morning scheduled classes.
time for my classes.

1:30 PM – 4.000 4.000 Often Majority of the respondents said that they
5:30 PM often prioritize their class punctuality and
minimize personal delays to ensure that
they consistently arrive on time for their
afternoon scheduled classes.

Table 2 presents the results of the punctuality of senior high school students in their scheduled
classes from the questionnaire they answered, illustrating how their scheduled classes may affect their
ability to focus on their classes. While results show that class schedules do not directly affect the
punctuality of students as they remain punctual, the range of their punctuality varies. Its findings show
that regardless of the time their classes are scheduled, there may be students who remain punctual
during classes and there may be students who do not.
Research Question 2: Is there a significant difference between morning classes and afternoon
classes in terms of the focus of the students?

Table 3: Values of focus among Senior High School students from NUNS
Focus among Senior High School students from NUNS
Class Schedule N Mode Range

Focus 7:30 AM – 11:30 AM 83 4.000 3.000

1:30 PM – 5:30 PM 83 4.000 3.000

Table 4: Mann Whitney U Test of the median values of focus among Senior High School students from
NUNS
95% CI for Hodges-Lehmann Estimate
W df p Hodges-Lehmann Estimate Lower Upper
-5 -5
Focus 3388.000 0.843 -3.456×10 -1.225×10 2.951×10-5
Note. Mann-Whitney U test.

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Research Question 3: Is there a significant difference between morning classes and afternoon
classes in terms of the punctuality of the students?

Table 5: Values of punctuality among Senior High School students from NUNS

Punctuality among Senior High School students

Group N Mode Range
Punctuality 7:30 AM – 11:30 AM 83 4.000 3.000
1:30 PM – 5:30 PM 83 4.000 3.000

Table 6: Mann Whitney U Test of the median values of punctuality among Senior High School students
from NUNS
95% CI for Hodges-Lehmann Estimate
W df p Hodges-Lehmann Estimate Lower Upper
-5 -5 -5
Punctuality 3350.500 0.747 -3.484×10 -3.401×10 5.390×10
Note. Mann-Whitney U test.

Discussions
Table 3 presents the results of the values of focus among senior high school students. This table
shows the difference between morning scheduled classes (7:30 AM – 11:30 AM) and afternoon
scheduled classes (1:30 PM – 5:30 PM) in terms of the focus of the students. With results showing
morning and afternoon scheduled classes obtaining a mode of 4.000 focus during their class time,
students from both class schedules exhibit similar levels of focus and can oftentimes sustain focus in
their classes. The range of their focus also has a similar value of 3.000 which implies that their focus may
vary and there is a wider spread in their focus levels. There are some students from both scheduled
classes who may exhibit higher levels of focus, while there are also some students who may exhibit
lower levels of focus. These results show that regardless of both class schedules occurring at different
times, students may exhibit similar levels of focus while their focus may vary.
Table 4 presents the analysis of the median values of focus among senior high school students
using the Mann-Whitney U Test. The results have shown that the p-value is at 0.843 and is greater than
the level of significance, which is 0.05, 0.843 > 0.05, illustrating that there is no sufficient evidence to
reject the null hypothesis that there is no significant difference between morning classes and afternoon
classes in terms of the focus of the students.
While in contrast with previous studies that found that the focus of students between morning
and afternoon scheduled classes may differ, these results are backed up by the study of Martin et al.
(2016) which states that the two classified class times which are morning and afternoon shifts, may have
effects on the overall sleeping schedule of adolescents. They indicated that adolescents who have
morning schedules tend to have sleep deprivation, and only get over 7 hours of sleep each day caused
of the morning schedule, students will only entail weekend recovery sleep, while afternoon shift
adolescents tend to have higher hours of sleep causing more delay than morning shift. However, they
concluded that sleep is not associated with the focus of students and there are no improvements in
students’ focus even if class times are delayed and there is no sufficient evidence to conclude in the
study.

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Table 5 presents the results of the values of punctuality among senior high school students. This
table shows the difference between morning scheduled classes (7:30 AM – 11:30 AM) and afternoon
scheduled classes (1:30 PM – 5:30 PM) in terms of the punctuality of the students. As results showed that
both morning and afternoon scheduled classes have a mode of 4.000, it implies that they exhibit similar
levels of punctuality and can oftentimes be punctual in their classes. The range of punctuality of both
class schedules also has a similar value of 3.000 which interprets that their punctuality may vary and
there is a wider spread in their punctuality levels. Results show that there are some students from both
class schedules who may exhibit higher levels of punctuality while there are also some students who
may exhibit lower levels of punctuality. These findings show that students may exhibit similar levels of
punctuality that vary, regardless of both class schedules occurring at different times.
Table 7 presents the analysis of the median values of punctuality among senior high school
students using the Mann-Whitney U Test. The results have shown that the p-value is at 0.747 and is
greater than the level of significance, which is 0.05, 0.747 > 0.05, illustrating that there is no sufficient
evidence to reject the null hypothesis that there is no significant difference between morning classes
and afternoon classes in terms of the punctuality of the students.
In relation to the study by Bjelajac et al. (2020), while there are students with higher rates of
punctuality during morning classes, there are also students who thrive in the afternoon and have no
trouble arriving on time for their classes. Students have different capabilities to perform well
academically regardless of their class time, in contrast with the previous studies that have claimed that
morning scheduled classes may better promote punctuality among students. This could be due to a
variety of reasons, such as personal preferences or work schedules that allow the students greater
flexibility in the afternoon.

4. CONCLUSION
Conclusion
The study looked at how senior high school students' focus and punctuality were affected by their
class schedules. One of the findings of the study showed that the students from morning and afternoon
scheduled classes may exhibit similar levels of focus and punctuality while they may also vary at some
point. There are some students from both class schedules who exhibit higher levels of focus and
punctuality while there are also some students who may exhibit lower levels of focus and punctuality.
Findings also show that there is no sufficient evidence to reject the null hypotheses of the study. These
results imply that regardless of the time their classes are scheduled, students from different class
schedules may maintain focus and prioritize punctuality in their classes.
To conclude, this study provides insightful information about how senior high school students'
focus and punctuality are affected by their class schedules. As NUNS has set different times of class
schedules for Grade 11 which is scheduled in the morning and Grade 12 scheduled in the afternoon,
their focus and punctuality are better studied. The results found that students from different class
schedules, whether in the morning or in the afternoon, exhibit similar levels of focus and punctuality and
findings were inconclusive and did not have sufficient evidence to reject the null hypotheses. This shows
that the time of day that lessons are scheduled does not necessarily affect how well-attended or
punctual students are.
The study concludes that it may also be significant to understand other factors that may affect
student performance. The students’ focus and punctuality, regardless of the time of their class
schedules, may be affected more by other direct factors such as their personal preferences, sleeping
habits, and life circumstances. Regardless of setting class schedules at different times, students can

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develop personal strategies and methods to improve and still maintain their focus and punctuality in
class as these are crucial components of their success and learning process.
The study has encountered various limitations that have affected the results or overall findings of
the study. One limitation is the limited timeframe for conducting the study which was constrained by a
specific duration of time. This limited timeframe hindered the exploration of more precise and
comprehensive findings that could have enhanced the study's outcomes. Furthermore, the study
encountered a limited number of respondents and only relied on a small sample size which limited the
generalizability of its findings, leading to less representation of the population of Senior High School
students in Nazareth School of National University. This resulted in findings that may not fully represent
the whole population. Lastly, another limitation encountered by the study is that it solely focused on the
focus and punctuality of the students in the context of investigating how their performance may be
affected by their class schedules. The study did not explore other factors that may be associated with
their performance, such as their academic performance through standardized tests and grades, or any
other factors such as sleep and health that could potentially provide a more comprehensive
understanding and results on the findings of the study. These factors could be considered by future
research on class schedules to ensure that future studies may potentially provide a more comprehensive
context.

Recommendation
This study recommends including interested parties in the decision-making process, including
students, educators, and administrators. Regardless of the results not having enough evidence to reject
its null hypotheses, it is important for educational institutions to create a supportive and conducive
learning environment to enhance student performance. They may implement ways that promote focus
and punctuality of students regardless of the time their classes are scheduled. This study also
recommends future research that will explore the same topic to investigate the factors that promote the
focus and punctuality of students in their class schedules. They may study what could be the potential
factors that enhance the focus and punctuality of students despite having class schedules that may be
too early or too late for their preferences. As this study did not have enough evidence to reject its null
hypotheses, it is recommended for future research in conducting a comprehensive review of existing
literature. Future researchers must conduct an in-depth review of the existing research on this topic
repeatedly to determine the confirmed results, identify the gaps, and allows them to analyze studies that
have examined the effects of class schedules on focus and punctuality, which helps to establish a
foundation and provide more context in the existing knowledge before implementing any changes in
class schedules. By exploring this study, future researchers can also gain more specific insights
specifically to the limitations of the study to prevent correlating with other studies of each result and
find. Therefore, based on the results of this study, it may be recommended that further investigations
explore other potential factors that could be associated with student performance in the context of class
schedules.

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