DAYTIME VERSUS NIGHTTIME STUDY PREFERENCE:

ACADEMIC PERFORMANCE OF GRADE 11

STEM STUDENT’S

A Research Paper Presented to the Faculty of Agusan National High School

Senior High School
Butuan City, Philippines

In Partial Fulfillment of the Requirements for

PRACTICAL RESEARCH 2
(Quantitative Research)

AVILA, SHAINA JEAN C.

CABAHUG, KESHA FAYE H.
GULDE, JUMIR WILLIAM M.
LIQUIDO, ADRIAN L.
PABUAYA, RECHIELYN M.
PADERES, CHRISTINA
PASCAN, SALEMAH M.

September 2024
 ABSTRACT

DAYTIME VERSUS NIGHTTIME STUDY PREFERENCE: ACADEMIC

PERFORMANCE OF GRADE 11 STEM STUDENT’S

AVILA, SHAINA JEAN C.

CABAHUG, KESHA FAYE H.
GULDE, JUMIR WILLIAM M.
LIQUIDO, ADRIAN L.
PABUAYA, RECHIELYN M.
PADERES, CHRISTINA
PASCAN, SALEMAH M.

This study investigates the relationship between students' preferred study times (day

time or night time) and their academic performance. A quantitative research design was

utilized, involving a sample of 148 Grade 11 STEM students from Agusan National High

School - Senior High School, who were surveyed about their study preferences and recent

academic achievements. Data were analyzed using random sampling and likert scale to

determine differences in performance between daytime and nighttime learners. The results

showed that () of participants preferred studying at night, while () preferred daytime.

Nighttime learners reported slightly higher academic performance (mean = 0.685) compared

to daytime learners (mean = 0.47), with the difference being statistically significant (p 1.08).

The analysis revealed no significant difference in academic performance between students

who preferred daytime study and those who preferred nighttime study. The study preferences

may have limited impact on academic success, with factors like study habits and time

management being more crucial.

 CHAPTER I
INTRODUCTION

This chapter presents the background of the study, statement of the problem,

the significance of the study, and the scope and delimitation.

BACKGROUND OF THE STUDY

Academic success is a crucial aspect of a student’s educational journey,

influenced by various factors. These include individual characteristics like intelligence

and motivation, as well as external factors such as the learning environment and

teaching methods. One significant factor that has been extensively studied in relation

to academic performance is study habits.

Effective study habits are essential for enhancing learning outcomes and

achieving higher academic success. Research consistently shows that students who

adopt good study practices, such as active reading, efficient note-taking, and time

management, tend to perform better in their studies (Yap, 2019; W. Saranya et. Al,

2024). These habits enable students to better understand and retain the material,

leading to improved grades and overall academic achievement.

However, the relationship between study habits and academic performance is

not straightforward. While improved study habits generally contribute to better

performance, other factors also come into play. For example, an individual’s study

preferences, or the time of day when they are most alert and productive, can have an

impact on their learning. Morning people, often find that they are more focused and

able to engage in mentally demanding tasks in the morning. This makes it an

opportune time for activities such as problem-solving, analytical thinking, and

memorization (Mirghani. H., 2019). On the other hand, Evening people, may be more

creative and productive at night but may struggle with concentration and focus in the

morning. This can affect their study habits and, consequently, their academic

performance.

In addition to study preferences, the amount of time spent studying is also an

important factor. Research has indicated a significant relationship between study time

and academic accomplishment (Liu M., 2022). Students need to allocate their time

effectively, considering their career goals, learning abilities, and the difficulty of the

subject matter. However, it is not just the quantity of study time that matters but also

the quality of that time. Effective study habits and strategies can help students make

the most of their study time and improve their learning efficiency.

STEM fields require a high level of critical thinking and problem-solving

skills, making it essential to understand how study time preferences and habits may

impact the academic success of these students. This study focuses on the academic

performance of grade 11 STEM students and the differences in performance between

those who prefer to study during the daytime and those who prefer to study at night.

THEORITICAL FRAMEWORK

Self-Determination Theory by Deci & Ryan (2000)

This theory suggests that individuals are intrinsically motivated to achieve

growth, competence, and autonomy. In this study, we expect that students who study

during their peak performance time (based on their preferred study time) will

experience greater autonomy, competence, and relatedness, leading to higher academic

performance. This is because studying during their optimal time allows them to feel

more in control of their learning process, experience a sense of mastery, and connect

more effectively with their learning materials.

Cognitive Load Theory by Sweller (1988)

This theory explains how the human mind processes information and how

cognitive load can affect learning and performance. We expect that students who study

at times when their cognitive load is lower will be more effective in processing

information and learning new material, resulting in better academic performance. This

is because cognitive load is influenced by factors such as time of day and the

complexity of the material. Students who study during times when their cognitive load

is lower will be less likely to experience cognitive overload, allowing them to focus

better and learn more effectively.

Social Cognitive Theory by Bandura, (1977)

This theory emphasizes the role of social learning and observational learning in

shaping behavior. We expect that students who observe and imitate the study habits of

successful peers who study at a particular time will be more likely to adopt those

habits and achieve similar academic outcomes. This is because students learn by

observing and imitating the behavior of others, especially those they perceive as

successful. If students observe peers who study effectively at certain times of day and

achieve good results, they are more likely to adopt those study habits and achieve

similar outcomes.
CONCEPTUAL FRAMEWORK

Figure 1. Schematic Diagram of the Study

The study preferences of grade 11 STEM students are the independent variable

in this conceptual framework. And it builds a relationship on the dependent variable,

academic performance. It is hypothesized that students who study during their

preferred time will improve their focus, concentration, and information retention,

which will improve their academic performance. By exploring the relationship

between improvements in study preferences and variations in academic performance,

this research can help us understand how students can improve their learning by

choosing the best time to study.

STATEMENT OF THE PROBLEM

The academic performance of STEM students is affected by different

conditions, including study habits. And one of the examples is the time of day when

students work in their studies whether or during daytime or nighttime may have a big

impact on their learning performance. But there is only limited known research that

clearly observe how these different study habits can affect the academic performance

of STEM students. Understanding this problem is important, as it can give awareness

into improving study schedules for better academic results. Specially, this study will

answer the following questions:

1. How does the time of a day that STEM students choose to study affect their

academic performance?

2. Are there any differences in academic performance between STEM students

who mostly study during the day compared to those who study at night?

3. What factors influence STEM students’ choice of study time (daytime or

nighttime), and how are these choices related to academic success?

HYPOTHESIS

Ho: There is no significant relationship between the Grade 11 STEM students study

preferences and academic performance.

SCOPE AND DELIMITATION

This study examines Grade 11 STEM students enrolled in Agusan National

Senior High School's morning sessions, focusing on their study habits and the

correlation with academic performance. This specific population provides a controlled

and manageable sample size for quantitative analysis while remaining relevant to the

local context of STEM students within the school.

The study will not involve any specific interventions or manipulations of

study habits. It will solely analyze existing study habits and their relationship with

academic performance using a structured survey and existing academic data. While
factors like socioeconomic status, ethnicity, and gender can influence study habits and

academic performance, this study will not control for these demographic variables in

order to isolate the relationship between study habits and academic performance.

To ensure a representative sample of STEM students at Agusan National

Senior High School, the study will employ a random sampling technique. This

involves dividing the population of Grade 11 morning session senior high school

STEM students into strata based on relevant characteristics, such as grade level or

specific STEM track. A random sample will then be drawn from each stratum, ensuring

that the sample accurately reflects the proportion of students in each stratum within the

overall population.

SIGNIFICANCE OF THE STUDY

This study aims to understand the preferred study habits of STEM students,

ultimately helping to improve academic success in this challenging field.

For students. Knowing when you learn best can make a big difference. If you're

naturally good at learning new things in the morning, you can use that time to your

advantage. You could review material early in the morning while still in bed or tackle

difficult concepts during your most productive hours.

For teachers. This research provides valuable insights for creating a more supportive

learning environment. By understanding how study habits affect student performance,

teachers can adapt their teaching methods and activities to suit different learning

styles. They can encourage students to use study periods or quiet time during the day if
they perform better during those hours. They could also offer flexible study options,

allowing students to choose the time that works best for them.

For parents. This study offers insights for students and parents, helping them optimize

study times to support academic success. Parents can use their knowledge of their

child's learning preferences to encourage them to try different study schedules. They

can also create a supportive home environment that encourages efficient study time

and understand their child's learning needs. This knowledge can help parents talk to

their child's teachers about their learning style and how they can work together to

improve their learning. By being active partners in their child's education, parents can

help their child succeed.

DEFINITION OF TERMS

The following are the terms used by the researcher in the study to have parallel

understanding with the readers.

Academic Performance: Based on grades, results on standardized tests, or other

pertinent indicators, the degree to which a student meets learning objectives and
exhibits knowledge of the subject matter.

Daytime Study Preferences: The tendency of students to prefer studying during the
daytime hours, typically from morning to early afternoon.

Grade 11 STEM Students: Students in the 11th grade who are enrolled in Science,
Technology, Engineering, and Mathematics (STEM) courses.

Nighttime Study Preferences: The tendency of students to prefer studying during the
nighttime hours, typically from late afternoon to early morning.

Study Preferences: A person’s favored setting, schedule, and study techniques; these
can be influenced by personality traits, learning styles, chronotypes, and environmental
factors.
 CHAPTER II

LITERATURE REVIEW

This chapter presents the relevant literature and studies thatthe researcher

considered in strengthening the importance of the present study. It also presents the

synthesis of the art to fully understand the research for better comprehension of the

study.

DAYTIME STUDY PREFERENCE

Daytime Study Preference is defined by HK. S. (2021) as a strategy where

morning chronotypes, who tend to rise early and perform optimally in the early hours,

often show better physical and mental health, higher self-esteem, and superior

academic performance. With their earlier biological rhythms, they are generally more

productive and focused in the morning. This heightened morning productivity makes

daytime study sessions more effective for them, as they reach their peak productivity

and concentration during these hours.

Hence, according to Jankowski. K. (2022), morning-types are often more

productive and focused earlier in the day, making daytime study more effective for

them. These advantages are closely linked to their preference for daytime study, as

their peak cognitive and physical functioning aligns with their study schedules. By

studying during their most alert hours, morning chronotypes can maximize their

productivity and learning outcomes, reinforcing their overall well-being and academic

success.
NIGHTTIME STUDY PREFERENCE

In contrast to morning-oriented students, those with a nighttime preference often

favor studying alone and completing their work independently, which aligns with their

nighttime study habits. Nighttime students, who are more active in the evening and

feel tired in the morning, often face low motivation in the afternoon due to insufficient

sleep from an early schedule. (Palaroan. R,. 2023) found that evening-type students,

who are often night owls, prefer individual independence. Their preference for

individual independence further aligns with their nighttime study habits, as they tend

to work best when studying alone and at night.

Chronotype refers to an individual’s natural tendency to be more alert and active

at certain times of the day. Evening chronotype, in particular, has been associated with

a number of negative health outcomes. Arifuddin et al. (2021) found that individuals

with an evening chronotype are more likely to experience mental illnesses, such as

depression and anxiety. They also tend to have a higher vulnerability to infections and

report poorer quality of sleep compared to those with a morning or intermediate

chronotype. These findings suggest that evening chronotype may have significant

implications for overall health and well-being.

ACADEMIC PERFORMANCE OF STUDENTS

The relationship between study habits and academic performance is a topic of

great significance in the field of education. Numerous studies indicate a positive

correlation between structured study habits and improved academic performance, with

Yap (2019) and Liu (2022) emphasizing the importance of effective study strategies

and sufficient study time, respectively. Yap (2019) highlights that academic

performance increases with improved study habits, suggesting that students who
develop effective study strategies and routines are more likely to achieve better grades.

Liu. M. (2022) further underscores the importance of study time as an essential factor

in students’ grades. The amount of effort students put into their studies, in relation to

knowledge difficulty, learning ability, and career targets, can be reflected in their study

time and academic performance. By using data from open source websites, researchers

can further investigate the interrelationship between study time, selected courses, and

grades. Overall, these studies underscore the crucial role that study habits and study

time play in determining academic success.

EFFECTS OF STUDYTIME ON LEARNING OUTCOMES

Effective Study Time

Maheswari. D. (2022) emphasizes the importance of exploring factors that

influence academic performance, as high grades can open doors to better educational

opportunities and job prospects. The study highlights that while study time plays a

significant role, it's not a linear relationship. Beyond a certain point, additional study

time yields diminishing returns. This suggests that simply increasing study hours may

not guarantee improved learning outcomes. Instead, the effectiveness of study time is

significantly enhanced when combined with active learning strategies and regular

breaks. This finding suggests that efficient study practices are crucial for improving

learning outcomes.

Impact of Study Time on Retention

Mukun Liu. (2022) investigates the relationship between study time and

academic performance by analyzing open-source data. The study observed a positive

relationship between study time and academic performance, suggesting that increased

study time generally leads to better grades. However, the study also found that when
study time reaches a certain standard, the grade will no longer show a significant

change. This finding reinforces the idea that while study time is important, it is not the

sole determinant of academic success. Students need to engage in effective learning

strategies to optimize their study time and achieve optimal learning outcomes.

FACTORS INFLUENCING STUDY PREFERENCES

According to Kapitza (2022), the reasons why people prefer studying during the

day or night are varied, involving factors related to the environment and personal

preferences. Studying during the day is often preferred due to better lighting

conditions and easier access to study materials, which can help improve concentration

and productivity. Nighttime study may be less preferred due to increased distractions

and feelings of insecurity. For individuals with fixed working hours, evenings may be

more suitable for academic activities.

Morning and evening schedules vary in terms of stress response and sleep

quality, impacting individuals differently throughout the day. Studies on health indicate

that individuals with evening chronotypes tend to show heightened stress responses

compared to morning chronotypes. Research on cortisol levels suggests that morning

types have a pronounced stress response in the morning, while evening types have

been found to react more strongly to stressors in the evening, which can negatively

affect their performance in tasks, especially during morning evaluations. (Jacobs,

2019)
 CHAPTER III

DESIGN AND METHODOLOGY

This chapter presents a description of the research procedure. It provides

insight regarding the method that will be utilized in performing this research, as well

as an explanation for the use of this method. This chapter also involves the stages of

the research, which include the sampling strategy, trust and rapport, ethical and

political considerations, method of collecting data, data analysis procedure, and

procedures to address trustworthiness and credibility.

RESEARCH DESIGN

This study employs a quantitative approach to examine the relationship between

study time preference and academic performance among Grade 11 STEM students. We

will administer a survey in order to collect data on study preferences, as well academic

performance outcomes, which will be standardized by test scores and GPA. The data

will be analyzed using statistical techniques to determine if a significant difference

exists in academic achievement between students who prefer studying during the day

and those who prefer studying at night. The results would help in gaining insight into

how individual learning preferences matter and affect STEM success.

RESEARCH LOCALE

The study will be conducted at Agusan National High School-Senior High

School, located at T. Sanchez Street, Butuan City, Agusan Del Norte, Philippines. The

researchers have chosen this location because Agusan National High School is more

accessible as it is the researchers’ school and is easier to conduct research inside the

campus.
 Figure 2. The map of Agusan National High School-Senior

RESEARCH PARTICIPANTS

The participants of the study will be 150 Grade 11 STEM students from Agusan

National High School - Senior High School, selected from a population of 847

students. A random sampling technique will be used in the selection procedure since it

is more time efficient.

Table [Link] of the Study
Section No. of Students No. of Participants
Babbage 41 7
Bernoulli 42 7
Chadwick 46 6
Edison 42 7
Einthoven 40 10
Eratosthenes 42 8
Euler 39 8
Fibonacci 45 8
Galilei 44 7
Gauss 43 7
Heisenberg 41 6
Huygens 40 7
Laplace 44 7
Leeuwenhoek 38 7
Moseley 45 8
Neumann 44 7
Newton 44 8
Pascal 41 7
Pythagoras 45 8
Thomson 41 8
TOTAL 847 148

RESEARCH INSTRUMENTS

The researcher intends to use an adapted survey using a Likert Scale presented

with a range of response options, such as [5] "strongly agree," [4] "agree," [3]

"neutral," [2] "disagree," and [1] "strongly disagree”. This particular method enables

quicker data collection since participants can quickly comprehend and respond to the

survey. This instrument will undergo a validation and reliability analysis.

Scoring and Quantification

 To measure the level of Preferred Study of Grade 11 STEM students, the

following scales will be used:

Table 2. Level of Study Preference

Scale Numerical Verbal Interpretation

Rating Description

Students strongly prefer one time of

5 4.20 – 5.00 Very High day to study. This might mean better
grades if their schedule matches.

Students like studying at a certain

4 3.40 – 4.19 High time. This could help their grades if
their schedule lets them study then.

Strong Preference | Students don't

3 2.60 – 3.39 Neutral really care if they study in the morning
or at night. Other things probably
affect their grades more..

Students slightly prefer to study at the

2 1.80 – 2.59 Low opposite time of day. This might
slightly affect their grades, depending
on their study habits.

Students strongly prefer to study at the

1 1.00 – 1.79 Very Low opposite time of day. This could cause
problems with grades because of class
and homework times.

DATA GATHERING PROCEDURES

The researchers will undergo three phases of data gathering procedures

specifically, preliminary, actual data collection, and data management. The researchers

will first obtain the principal’s approval to conduct the study. Once approval is

secured, the researchers will then proceed to conduct surveys in every section of

GRADE 11 STEM. The researcher will begin by giving a letter of consent for the

teacher in charge in the classroom. Once the teacher approves, the researchers will

then introduce themselves and provide information and importance of the study. Then,

the researchers will select respondents through random sampling. Once the
participants are selected, a consent form will be given to the respondents to participate

in the study. Once the participants approve, a survey-questionnaire will be distributed.

After the completion of the survey, the survey-questionnaire will be collected,

summarized, organized, and analyzed.

STATISTICAL TREATMENT

To facilitate the statistical treatment of the data. The following methods were

implemented:

Likert Scale – a type of rating scale that serves to rate situations provided by

researches to determine respondents’ attitudes or points of view based on agreement.

“Likert Scale: Explored and Explained. “(Joshi et al.,2015)

Scale Range Verbal Symbol

Interpretation
5 4.20 – 5.00 Strongly Agree SA
4 3.40 – 4.19 Agree A
3 2.60 – 3.39 Neutral N
2 1.80 – 2.59 Disagree D
1 1.00 – 1.79 Strongly Disagree SD
Sample size. This was obtained through using Slovin’s formula by calculating the
sample size (n) need for population (N) with a given error margin (e).
n = N / 1 + N e^2
Where:
 n = Sample size
 N = total population
 e = error margin

Frequency. The percentage of observations for each data point or collection of data
points shows by frequency. A useful instrument for showing additional statistical.
Including the sample size of survey response.

Mean. This employed to display the average of collection of data derived from study
participants’ answers.
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results, analysis, and interpretation of data gathered

from the answers of the respondents to the Knowledge and Preparedness

questionnaires distributed in the field. The data collected are presented in tabular form.

To ensure accurate calculation of data, software applications were utilized. These

applications include Microsoft Word, Microsoft Excel, and jamovi.

Table 3. Students’ Level of Preferred Study Time

MEAN RANGE LEVEL Interpretation

4.32 Average Grade 11 students who preferred to

study at night because it’s quieter
and less distracting.

Table 3 shows the mean (µ) score of the sample of 847 Grade 11 students in

preferred study time questionnaire is equal to 4.32. According to the score adapted

from Abdol maleki and Mohebi (2014), this signifies that the mean (µ) score falls

under the average preferred study time level. This result says that grade 11 STEM

students preferred to study at night because it’s quieter and less distracting.
Table 4. Students’ Level of Study Preference

QUESTION MEAN LEVEL Interpretation

RANGE

1. I find it easier to focus 2.78 Neutral Students don't really care if they study
on my studies during the in the morning or at night. Other things
day. probably affect their grades more.

4 High Students like studying at a certain time.

2. I feel more alert and This could help their grades if their
energized when studying schedule lets them study then.
at night.
3. I get better grades in 2.82 Neutral Students don't really care if they study
STEM subjects when I in the morning or at night. Other things
study during the day. probably affect their grades more.

4. I prefer to study at 4.32 Very Students strongly prefer one time of

night because it's quieter High day to study. This might mean better
and less distracting. grades if their schedule matches.
5. I find it easier to 2.83 Neutral Students don't really care if they study
remember information in the morning or at night. Other things
when I study during the probably affect their grades more.
day.
6. I find it easier to 4.09 High Students like studying at a certain time.
remember information This could help their grades if their
when I study during the schedule lets them study then.
day.
7. I feel more motivated 2.73 Neutral Students don't really care if they study
to study during the day. in the morning or at night. Other things
probably affect their grades more.
8. I feel more creative 4.08 High Students like studying at a certain time.
and innovative when I This could help their grades if their
study at night. schedule lets them study then.
9. I feel more focused 2.82 Neutral Students don't really care if they study
and productive during in the morning or at night. Other things
the day. probably affect their grades more.
10. I typically spend the 4.06 High Students like studying at a certain time.
majority of my study This could help their grades if their
time at night schedule lets them study then.

Weighted Mean 3.45 High Students like studying at a certain time.

This could help their grades if their
schedule lets them study then.
 Table 4 shows the results on the students’ level of Study Preference having

means (µ) ranging from 2.73 to 4.32. All means (µ) fall under the high preferred study

time level, and it revealed a weighted mean of 3.45 which is a high level.

Table 5. Correlation Matrix of Study Preference and Academic Performance

NULL
T-score p-value DECISION REMARKS
HYPOTHESIS

There is not enough

There is no
evidence to reject the
correlation
claim that there is no
between study
Fail to significant correlation
preference and
-10.53 1.08 Reject null between study
academic
hypothesis preference and
performance of
academic performance
grade 11 STEM
of grade 11 STEM
students.
students.

Level of Significance (α) = 0.05

Table 5 shows that the correlation between study preference and academic

performance of grade 11 STEM students. Is not statistically significant (t-score = -

10.53, p = 1.08). Therefore, the researchers fail to reject the null hypothesis.

Table 6. Correlation Matrix of Preferred study time

Preferred study time t-Test Value P Value* Decision

Daytime -2.26 0.025 Reject the null

hypothesis

Nighttime 0.96 0.33 Fail to reject the null

hypothesis
*Correlational at the level of 0.05 (Two-tailed)

Table 6 shows that the correlation between study preference and academic

performance of grade 11 STEM students. In Daytime it is statistically significant (t-test

value = 0.96, p = 0.33). Therefore, the researchers rejected the null hypothesis. While

in Nighttime it is not statistically significant (t-test value = -2.26, p = 0.025).

Therefore, the researchers fail to reject the null hypothesis.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter summarizes the study’s findings, conclusions, and

recommendations.

SUMMARY OF THE FINDINGS

1. This research focused on the relationship between the study preferences (daytime

or nighttime) and academic performance of Grade 11 STEM students at Agusan

National High School.

2. A quantitative research design was utilized to analyze data from a survey and

academic records.

3. Grade 11 STEM students demonstrated diverse preferences for study times, with

some favoring daytime study for its perceived productivity and focus, while others

preferred nighttime study for its quiet environment.

4. The analysis revealed no significant difference in academic performance between

students who preferred daytime study and those who preferred nighttime study.

5. Factors influencing study preferences include personal productivity cycles,

environmental distractions, and the availability of study time.

CONCLUSIONS

Based on the findings, the study concluded that there is no significant

relationship between the preferred study time (daytime or nighttime) and the academic
performance of Grade 11 STEM students. This implies that study preferences alone

may not be a strong determinant of academic success. Other factors, such as effective

study habits and time management, likely play a more critical role.

The results also suggest that while students’ peak productivity hours can

influence their choice of study time, these preferences do not necessarily translate to

better academic outcomes. Future interventions to improve academic performance

should therefore focus on fostering effective study strategies and accommodating

individual learning styles rather than solely prioritizing study time preferences.

RECOMMENDATIONS

Based on the findings and conclusions of this study, recommendations are

presented.

For Administrators. Implement programs to educate students on effective study

habits and time management techniques to complement their study preferences.

Promote flexible study schedules and support systems, such as quiet spaces and study

groups, to accommodate different learning preferences.

For Teachers. Provide guidance on study strategies that can help students maximize

their learning potential, regardless of their study time preferences.

Integrate lessons on self-regulation and productivity techniques into classroom

activities.

For Students. Reflect on and optimize their study practices to focus on quality rather

than quantity of study time.

 Experiment with different schedules to identify the most productive periods for

specific academic tasks.

For Parents. Encourage a supportive home environment that enables students to focus

during their preferred study times.

Assist students in balancing their study preferences with responsibilities and other

activities.

For Policymakers. Develop educational policies that incorporate flexibility in study

schedules, allowing students to adapt their learning based on individual needs.

Encourage research-driven interventions to promote academic excellence across

diverse learning preferences.

For Future Researchers. This study can serve as a foundation for future research on

related topics, such as the impact of study environment or the role of chronotypes in

academic performance.

Investigate other factors, such as socioeconomic status or technological influences, that

may mediate the relationship between study preferences and academic success.

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 Dear Student-Participants,

We politely ask for your consideration to have time on answering the survey
instrument related to Daytime versus Nighttime Study Preference: Academic
Performance of Grade 11 STEM Students undertaken by the undersigned. Rest
assured that the information submitted here will be treated with the highest
confidentiality. Thank you.

Sincerely,

AVILA, SHAINA JEAN C.

CABAHUG, KESHA FAYE H.
GULDE, JUMIR WILLIAM M.
LIQUIDO, ADRIAN
PABUAYA, RECHIELYN M.
PADERES, CHRISTINA MAE
PASCAN, SALEMAH M.

Grade 12 Higgs Students

Name (optional)_______________________________ Age: _______

Section: ______________________ Sex (at birth): ▢Male ▢Female

What time do you prefer to study: ▢Day ▢Night

Directions: Kindly provide your response by putting a check (✓) mark on each of the
given statements based on how much you agree or disagree. Make sure to answer them
with certainty and sincerity.

The Statements Strongly Disagree Neutral Agree Strongly

Disagree Agree

1. I find it easier to focus on

my studies during the day.

2. I feel more alert and

energized when studying at
night.
3. I get better grades in
STEM subjects when I
study during the day.
4.I prefer to study at night
because it's quieter and less
distracting.
5. I find it easier to
remember information when
I study during the day.
6. I find it easier to
remember information when
I study during the day.
7. I feel more motivated to
study during the day.
8. I feel more creative and
innovative when I study at
night.
9. I feel more focused and
productive during the day.
10. I typically spend the
majority of my study time at
night