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Impact of Time On Students' Academic Performance

The document analyzes the impact of time on students' academic performance in learning science and mathematics. It finds that students perform better in the morning, with high percentages scoring satisfactorily in science from 7:15-9:15am and mathematics from 7:30-9:30am. Afternoon classes saw poorer performance, showing time of learning significantly affects academic results.

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Melanie Samsona
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216 views

Impact of Time On Students' Academic Performance

The document analyzes the impact of time on students' academic performance in learning science and mathematics. It finds that students perform better in the morning, with high percentages scoring satisfactorily in science from 7:15-9:15am and mathematics from 7:30-9:30am. Afternoon classes saw poorer performance, showing time of learning significantly affects academic results.

Uploaded by

Melanie Samsona
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 14

T O F TI M E ON S T U D E N T S ’

IM PA C
RF O R M AN C E I N L E A R N I N G
ACADEMIC P E
A TH E M A T I C S
SCIENCE AND M PRESENTED BY: CHRIZEL SA
MSONA

MICHELLE HECHANOVA

KATE TRIENNAH MEJIA


Background of the study

Teaching Mathematics and Science has become a major issue in different countries and

regions. The Science and Mathematics education has deteriorated in many places including

Philippines. This is according to a report released by the University of Philippines.

STEM (Science, Technology, engineering and Mathematics) education includes a range of

different experiences that involve some degree of connection. STEM education integrate

understanding of Science, Math skills, and the available technology with the ability to perform

engineering design process.


Mathematics and Science deemed fit to be a vehicle to bring STEM education, because both of these

subjects is the main subject and became the foundation for students to enter careers in the disciplines of

STEM. Students could have low performances because they are not productive having the subject on what is

the designated period of time in a day or what period of time might be perfect in taking the science and math

subject.

In order to analyze these claims, more empirical studies to determine the impact of the preferred time

on students in learning mathematics and science must be conducted. This is why researchers wanted to find

out when the students are most interested in learning Science and Mathematics if it is either in afternoon or

in morning period.
To find the correct explanation, this study aims to determine the impact of the preferred time on

students in learning Mathematics and Science. Also, this research wanted to find out when the students

are most interested in learning Science and Math if it is either in afternoon or in morning period.
Statement of the Problem

This study is conducted to determine the impact of time on students’ academic performance in learning Science and

Mathematics.

Specifically, this study was conceptualize to give elucidation to the following questions:

1) What is the time schedule of the Grade 11 classes on the following subjects:

a) Science; and

b) Mathematics?

2) What are the student’s academic performance on the specified time:

c) Day (7:15 a.m. – 9:15 a.m.); and

d) Afternoon (3:30 p.m. – 5:30 p.m.)?

3) What is the significant relationship between the time of learning on student’s academic performance?
Findings

There are two classes that were under with the same teacher that been used for each

subjects (Science and Mathematics) to have a comparative analysis between the academic

performances of students with respect of their time on learning. The researchers obtained the

results with accordance to the variables that been used in the study. The results for learning

Science in morning and afternoon classes showed a significant relationship to the academic

performances of the students. The summary of the academic performances of students for learning

Science in morning period (7:15 a.m. to 9:15 a.m.) resulted for a high outstanding level of

proficiency garnering 60.38 % of 53 students.


In contrast, the summary of the academic performance of students for learning Science in

afternoon period (3:30 p.m. to 5:30 p.m.) resulted for a poor academic performance with only 4 %

of 50 students have an outstanding performance and one male student that did not meet the

expectation level. However, the satisfactory level of proficiency of this class had reached to 94%.

The computed academic performances of these two classes with specified time in learning

Science summarizes that Grade 11 students are more productive in learning Science in morning

period.
On the other hand, the researchers utilized same method as to present the results for learning Mathematics

in morning and afternoon period. The summary of the results for morning period (7:30 a.m. to 9:30 a.m.)

showed that out of 50 students, there are 48% in the class that reached the very satisfactory level, 30% in

the satisfactory level, 4% meet the fairly satisfactory level, and none of the class did not meet the

expectation. For the afternoon period, results for learning Mathematics showed that out of 53 students, none

of the students met the outstanding level of proficiency, and 47.17% of the students had reached above the

satisfactory level. The findings also give that 52. 83% of the students are below the fairly satisfactory level

and 3.77 % of this did not meet the expectation. The summation of these findings implied that for learning

Mathematics, Grade 11 students are more productive in morning period.


In line with these results, the grades of the students were test by means of

statistics and the t-test showed that the alternative hypothesis had been

accepted for this study that there is a significant difference between time of

learning Science and Mathematics and students’ academic performance.


Conclusions

On the basis of the findings of the study, these conclusions are formed:

1. There is a significant relationship between the time of learning Science and Mathematics and the

academic performance of the students.

The alternative hypothesis is accepted because it was not only supported by the fact that there is a

difference between the two recognized variables but also by the outcome of the t-test that in Science the t-

computed value is 7.025851433 which exceed in the given tabular value of 1.66. The outcome in

Mathematics also showed a great difference between the t-computed value of 9.662572374 from the given

tabular value of 1.66.


2. The time of learning Science and Mathematics really had an impact on students’

academic performances.

The data results revealed that the time period of most students in learning Science and

Mathematics had greatly affect their academic performances. Knowingly, teaching Science

and Mathematics in the morning is more efficient for students to have great academic

performance than in the afternoon. Thus, the alternative hypothesis is accepted.


3. After getting the academic performance of the students, both subjects got high

percentage of students that exceeds from the satisfactory level of proficiency in the morning

class.

Out of 53 students 98.11 % of them reached the satisfactory level of their academic

performance in Science when it was taught in the morning period. While in Mathematics, out

of 50 students 96 % of them reached the satisfactory level of their academic performance

when the subject is being taught in the morning period.


4. There are three identified external factors which had affect the academic performances of

students in each subjects — varying interest of students on the subject being learned, the strand

where students were under, the gender, and the age.


Recommendations

With reference to the conclusions and findings of the study, the following recommendations are proposed:

1) Have more comparative classes that were under with the same teacher teaching Science and Mathematics

for the strengthening of the results of the study.

2) The researchers must apply the time periods of 7:15 a.m. to 9:30 a.m. and 10:00 a.m. to 12:00 n.n. as for

morning classes and 1:00 p.m. to 3:00 p.m. and 3:30 p.m. to 5:30 as for afternoon period for the gathering

of data of students’ academic performances to show more effective impact of time with the dependent

variables.

3) For further development of the study, similar studies which will compromise all other variables not included

in this study be conducted.

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