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Chapter 1

PROBLEM AND IT IS BACKGROUND

Introduction

People have their own master biological clock which is ticking away

inside the brain and in fact the body has a dozen of small biological clocks. These

biological clocks are different to the normal clock because not every person keeps

the same time or even at the same place. This biological clock is also called the

chronotype (Breus, 2016).

A chronotypes refers on the rising and bedtimes of an individual. It is the

body’s natural “timeline” for the various primal activities do during the day, such

as eating, sleeping, and other daily activities (Breus, 2018). The important

dimension of human’s personality is the circadian rhythms and diurnal

preferences. Humans are organized according to 24-h period including their

biological and behavioral activities and synchronized with the environmental light

dark cycle (Duguay&Cermakian, 2009). It refers to three major circadian types: a

morning person, evening person and an intermediate or neutral. The morning

person or larks is a type which is more active in the first part of the day; an

evening person is more active on the second part of the day and an intermediate

which is eliciting patterns of behavior falling in between morning and evening

type.
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This study are going to use the general average of the students which stand

as the academic performance that may help to answer the objective of this

research that is to determine the effect and relationship of chronotype and

academic performances of the Grade 7 and Grade 10 students of Aplaya National

High school ANNEX 1. The researchers hope to help those future researchers,

institutions, students and teachers.

Background of the study

The school, Aplaya National High School ANNEX 1, is an educational

institution which educates students. It helps the student to nurture their talents,

develop their skills and strengthen their learning. This study was related to

Palacios & Morales (2017) on the relationship of academic performance and

chronotype where experiencing a school shift, but it is localized and focused on

Grade 7 and 10 students at the Aplaya National High School ANNEX 1 in the

City of Santa Rosa, Laguna, Philippines.

Knowing the student chronotype and academic performance is very

important. It is important to know if the students will perform well even though

they experiencing a school shifting.

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This study was chosen by the researchers due to increasing concern with

regard to the academic performances of the Grade 7 and Grade 10 students of

Aplaya National High school ANNEX 1. It is mainly concern on the chronotype

of the students due to many distractions when it comes to their shifting that affects

their focus on their learning or their studies.

In reference to the result of Randler and French (2009), states that the

Grade Point Average (GPA) of the students in the Germany was became

worsened shift feels towards eveningness. Having better grades, morningness is

the one which is associated (Vollmer et al., 2013; Randler & Frech, 2009). In a

while, according to the United States that the evening type of person ages 17- 34

were likely to have a higher intelligence score on standardized test than morning

type of person.

Theoretical Framework

According to the Tuck (2018), the word chronotype refers to the time of

the sleep which is the word “chrono” and the regular activities of an animal. For

instance, there are noctural animals active at night, while human active in the day

and at sleep at night.

In the research of Dr. Breus he stated that noting your chronotype which

refers to more than just your rising and bedtimes is important. For a reason that it
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is your body’s natural “timeline” for the different activities you would do during

the day, such as eating, sleeping, and having sex.

In this theory states that chronotypes which is tied to your circadian

rhythms and internal body clock have a genetic basis and are linked specifically to

your PER3 gene.

The PER3 gene according to Rasooly (1999); (Gross 2016) “encodes a

third mammalian homolog of the Drosophila clock gene 'period' (per), after PER1

(602260) and PER2 (603426). These genes are molecular components of the

suprachiasmatic nuclei (SCN) in the anterior hypothalamus that functions as a

circadian clock in the mammalian brain, generating circadian rhythms in

physiology and behavior”. Inaddition to your wake- and bedtimes, the length of

your PER3 gene also dictates how much sleep you need. Early birds need more,

while night owls need less (Tuck, 2018).

Early birds have longer PER3 genes, while night owls have shorter ones.

Early birds and night owls are the big names when it comes to chronotypes, but

they’re not the only ones.

Some sleep researchers argue that there are four main chronotypes, instead

of two:

 Bears. It tends to sleep and wake according to the sun, feeling most energetic

during the daytime and having no trouble falling asleep at night. In which they

represent 50% of the population.

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 Wolves. It is also known as night owls go to sleep and wake later than others.

They represent 15-20% of the population.

 Lions (also known as early birds) wake up early and are most productive in the

morning which represents the 15-20% of the population.

 Dolphins are light sleepers who have difficulty following a regular sleep routine

due to more frequent nighttime awakenings and it represent 10% of the

population.

Dr. Michael Breus, a sleep researcher popularized the theory of four

chronotypes in his book The Power of When in the year of 2016, although Russian

researchersconfirmed similar findings in [Link] it comes if you can change

your chronotoype, the answer is no. You can’t really change the underlying

biological predilection to a chronotype. Over time your body may change. Lots of

people find themselves turning into morning people as they age.

Even though, all can undergo a circadian shift during their teenage years. In

adolescence, the circadian rhythms shift to later in the evening. Unfortunately, this

shift coincides with more academic and extracurricular responsibilities – and

extremely early school start times. To counteract the negative effects this has on teen’s

mental, social and physical well-being, many sleep researchers have advocated for

later start times ( Tuck, 2018).

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In living your chronotype, behavior isn’t just seen in sleep times, but in your

level of activity and alertness during waking periods. The body’s chronotype can also

affects your body temperature, serum cortisol levels, and blood pressure.

People still live in a very much early bird’s world. They see early birds as

ambitious achievers, while night owls are considered lazy. Important meetings are

scheduling for the morning hours and offices and schools expect you to be in and

paying attention early in the day.

However, there is some solace for night owls:

 According to a study 1998, night owls tend to have higher incomes

than early birds.

 Night owls were actually more intelligent, even when tested in the

morning hour which is found by the 1999 study .

 Night owls have more sex (perhaps due to our association of sex as a

nighttime activity).

 They can stomach caffeine better because their nighttime sleep is less

disrupted by daytime caffeine consumption than for morning people.

 Night owls are even better at playing baseball.

In the theory of Alnomsi et al. (2018) stated that the medical students they

surveyed has a poor sleep quality. As a conclusion of their study, they found out

that there has no correlation found between the cumulative grade (GPA) or

academic performance, sleep quality, chronotype and sleep duration

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CHRONOTYPE’S IDEAL SLEEP ROUTINE

Dolphin Lion Bear Wolf

A
W
A
K
E 6:30 5:30 7:00 7:00-
N a.m. a.m. a.m. 7:30
a.m.
T
I T
M I
E M
E
11:30 10:30 11:00 12:00
p.m. p.m. p.m. a.m. S
L
E
E
P
Figure 1

CHRONOTYPE’S IDEAL SLEEP ROUTINE

The figure is an infographic based on the research of Dr. Michael Breus

about on the four types of person which refers to their sleep routine. It indicates

the time they go to sleep and the time they wake up.
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Conceptual Framework

INPUT OUTPUT
1. Profile of the PROCESS *Relationship
Respondents:
[Link] of between chronotype
1.1. Age and academic
Questionnaires
1.2. Sex performance
2. Statistical Analysis
1.3. Chronotype of Data *Determined the
2. Data and Information impact of chronotype
about the study of on the academic
chronotype on academic performances of
performance of the Grade Grade 7 and 10
7 and Grade 10 students students of Aplaya
experiencing school National High School
shifting
ANNEX 1.

FEEDBACK

Figure 2

The Research paradigm

Based on the table showed, the input frame shows the profile of the

respondents in terms of sex, age, academic performance and chronotype.

The process frame includes distribution of questionnaires and analyzing of

data gathered. The output frame represents the possible outcome to determine the

impacts and relationship of chronotype and academic performances of Grade 7

and Grade 10 students in Aplaya National High School ANNEX 1.

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Statement of the Problem

This study aims to identify the impact and relationship of chronotype to

the academic performances of the Grade 7 and Grade 10 students of Aplaya

National Highschool ANNEX 1.

Specifically, this research sought to answer the following question:

1. What is the chronotype of the Grade7 and Grade 10 students in terms of

sex?

2. What is the academic performance of the students in Aplaya National

High School ANNEX 1 in terms of their general average in first semester

year 2018-2019?

3. Is there any significance relationship between chronotype and academic

performances?

Hypothesis

There is no relationship between chronotype and academic performances

of the Grade 7 and Grade students of Aplaya National High School ANNEX 1.
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Significance of the Study

This research aims to give light and guide the following persons who were

responsible and possibly can contribute to this study.

Future Researchers. This study hopes to inspire the future researchers to conduct

related studies and other techniques on how to improve academic performances in

an enjoyable way.

Students. This study will help them to have good academic performances on their

school and manage their chronotype in proper manner.

Institution. It will help the institution to improve their education system to

remain the student’s academic performance high.

Teachers. This study hopes to help teachers understand the student and learn

other techniques in teaching that may help for improving student’s academic

performances.

Parents. This study hopes to help parents when it comes on maintaining

children’s academic performances well.

Scope and Delimitation of the Study

In general, the focus of this research is directly on the effects of

chronotype (morningness - eveningness) on academic performance of the Grade 7

and Grade 10 students in Aplaya National High School ANNEX 1.

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The respondents are the selected students from different sections

composed of male and female.

Definition of Terms

Academic Performance. It is the extent to which a student, teacher or institution

has1

Chronotype. It refers to the behavioral manifestation of underlying circadian

rhythms of myriad physical process.

Circadian Rhythm. It is a physical, mental, and behavioral changes that follow a

daily cycle.

Morningness-eveningness – refers to the individual differences in diurnal

preferences, sleep-wake pattern for activity, and alertness in the morning and

evening
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the review of related literature and studies which the

researchers have perused to shed light on the topic under study.

Foreign Literature

According to Lahey (2009) cited in Bratzke et al.(2007), even those who

didn’t sleep well was on approximately 24 hours biological cycle called circadian

rhythm. The word circa means about and dian means day, which regulates the

pattern of wakefulness and sleep.

For additional information Park (2009) stated that the sleep researchers

refer to the early risers as larks and midnight-oil-burners as owls; new data

presented at the annual Associated Professional Sleep Societies suggested that a

student's preferred sleeping schedule has a lot to do with his or her grade-point

average in school. He also stated that the psychologists at Hendrix College in

Arkansas found that college freshmen who kept night-owl hours had lower GPAs

than early birds. Another group at the University of Pittsburgh revealed that poor

sleep habits among high-schoolers led to lower grades, particularly in math.

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Local Literature

In Rathus (2017) defined the circadian rhythm as a cycle of wakefulness

and sleep which is normally 24 hour long and also connected in 24-hr period of the

earth’s rotation.

According to Manalang (2014), he stated that a chronotype defined a person

if he/she is an early (owl) or late (lark) [Link] body has the collection of clocks.

Every organ has its own timing according to its clock and all the clocks follow the

pace set by a Master Clock which is called suprachiasmatic nucleus (SCN) or

“circadian pacemaker”.

DOST (2012) cited in Proffesor Maria Eliza Ruiz Agila that “ It is

important to conduct locally designed study to determine the chronotype of the

Filipinos, that through research, we can devise strategies to take advantage of

inter-individual variability on chronotype to improve the individual’s well-being,

performance and production without increasing the health risk.”

A circadian clock is the one who control physiology, gene expression to

complex behavior (including mental and physical performance). It is synchronized

the primarily 24 hour light-dark cycle called entertainment. There are many

zeitgebers or time giving cues (Aguila, 2010).

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Foreign Studies

“There has no correlation was evident between the GPA, chronotype, and

sleep quality” a (Alomnis, et al., 2018). They explained it in the woman in the

University of Tabuk which is more likely a morning person and has a lower body

mass index and they also had a better sleep quality and GPA. As a result of their

study the result was stated with an information that there is no correlation found

between cumulative grades (GPA), sleep quality, chronotype, body mass index,

and sleep duration during weekdays and weekends (p>0.005), the females medical

students had good sleep quality and lower body mass index, were more likely

morning chronotype, and had higher GPA compared to males. Kolomeichuk [Link]

(2016) stated that “early midpoint of sleep and longer average sleep duration were

associated with better grades. This is the first study that has been carried out

among school pupils from Russian Karelia, and it shows that evening orientation

gives poor academic grades at this high latitude. Its primary aim is to investigate

the relationship between chronotype and academic achievement in school children

(6th–11th grades) from north-west Russia (Russian Karelia). On the otherhand,

Horzum [Link] (2014) stated that there is an asynchrony problem between circadian

rhythm of individuals and face-to-face course times in this study they find out that

there’s “no difference in academic achievement scores according to chronotype

gives the idea that online learning is a help to diminish asynchrony problem.”
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Randler et al. (2017) discovered that in terms of age, ages 0-1 years had

about 70% morning types, and about 1% evening types, while at the age of 16

years, only 5% are morning types and 19% are evening types.” The study was

the first comprehensive study covering the age range from very young children

until early adulthood (0–30 years) based on the same measurement instrument.

Here, we show that the turn towards eveningness starts at an early age in

German children. Based on 26,214 cross-sectional data, show that at the end of

adolescence, morningness-eveningness does not significantly change during

early adulthood. Sex difference a rise during puberty and remain until 30 years.

In Duguay & Cermakian (2009) explained that in mammals, many

physiological methods present circadian variations, and most of these rhythms

continue even in lack of environmental timing cues. It is made by intracellular

timing mechanisms termed circadian clocks. A master clock is located in the

suprachiasmatic nuclei (SCN), but other brain regions and most peripheral tissues

consist of circadian clocks when it comes to the mammals. The clocks are

receptive to environmental cues, in particular light/dark and feeding/fasting

cycles. In the study entitle: ”Age and Sex Differences in Eveningness/

Morningness Along the life span: A Cross Sectional Study in Spain of Morales &

Robledo (2018), this study explained that women are less morningness ( Adan &

Natale, 2002;Natale & Danesi, 2002). This study also cited that according to

Merikanto (2012) there is a “phase change” with regards to morningness and age.
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Local Studies

In Arrona-Palacios & Diaz-Morales (2017), the role of morningness-

eveningness in academic performance in the afternoon shift is examined. The

adolescent in the two school shifts has no difference in academic performance and

intelligence. In the afternoon shift student slept longer, has a less sleep deficit and

social jet lag, and were more oriented to eveningness than morning shifts. The sex

(girls), sleep length, inductive reasoning, and morningness which associated with

morning shifts in academic performance and only the sex and intelligence in

afternoon shift. The effects of morningness-eveningness, sleep habits, and

intelligence on academic performance has been studied in a fixed morning school

shift.
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Chapter 3

RESEARCH METHODOLOGY

This chapter includes the research designs, population and sample size,

objective of the respondents, instruments and validations, data gathering

procedure and statistical treatment of data.

Research Design

The researchers used the descriptive method of a research and a

quantitative approach. As a descriptive study, it collected detailed and factual

information to describe existing phenomena. It allowed the researchers to

carefully describe and understand the behavior. It is also used a quantitative

approach, a survey research is conducted in this study. This is used to collect data

for describing population of Grade 7 and Grade 10 students.

In this study, the information is collected through Morningness-

Eveningness Questionnaire (MEQ) of Sleep Health Foundation. It is chosen to

meet the objectives of the study, namely A Study of Chronotype and Academic

Performances of Grade 7 and Grade 10 in Aplaya National High School ANNEX

1 of Santa Rosa City , Laguna , S.Y. 2018-2019.

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Description of the Population

The respondents of this study involved the Grade 7 and Grade 10 students

in Aplaya National High School ANNEX 1. There were 17 sections: nine (9)

sections from Grade 7 and eight (8) sections from Grade 10. The total number of

population is 1062 students and 291 respondents were surveyed by the

researchers.

Population Sampling

Sampling of the Respondents

Sample

Grade Level Population Percentage Population

Grade 7 567 27.4 155

Grade 10 495 27.4 136

Total 1062 291

Table 1

As what table 1 showed, this study involved the Grade 7 and Grade 10

students in Aplaya National High School ANNEX consisted of 2 grade levels

with 1062 total number of population and 27.4 percent (%) resulting to 291

numbers of respondents.
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Data Gathering Procedure

The researchers gathered information from different libraries namely

Gusaling Batasan, JTEN’s Library and internet. The researchers used the

questionnaire from an existing research of Dr. Sarah Biggs Cited in Horne JA and

Östberg O. (1976) and served as the instrument in this study. The survey

questionnaire was given to the Grade Seven and Grade Ten Students of Aplaya

National High School ANNEX. The researchers clearly explained the purpose of

the study and the directions were clearly stated. The questionnaires have been

answered by the respondents and it was compute, tabulate, and interprets the data

gathered of the researchers.

Instrumentation

The researchers used a Morningness-Eveningness questionnaire from an

existing research in order to distinguish the Chronotype of the Grade 7 and Grade

10 Students of Aplaya National High School ANNEX 1. It contained the

preference of the respondents in their chronotype. It also contained the effects of

chronotype on the academic performance of a student. The respondents answered

the survey questionnaire with a total number of 19 questions related to their

chronotype by encircling on their selected answer and on the end of it the

researchers compute their scores to determine if they’re a morningness person, an

eveningness person or intermediate.

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Statistical Treatment

The following statistical treatments were used;

1. Slovin’s Formula. This tool was used to determine the total sample of the

respondents.

The formula was:

𝑵
𝑺=
𝟏+𝑵𝒆𝟐

Where:

S = Total Sample

N= Total Population

e = 0.05

𝟏𝟎𝟔𝟐
𝑺 = 𝟏+𝟏𝟎𝟔𝟐(𝟎.𝟎𝟓)𝟐 = 290.5

S= 291

2. Percentage. The percentage was used to determine the population of the member

respondents for each school.

The formula was:

𝒏
%= 𝑿 𝟏𝟎𝟎
𝑷
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Where:

% = percentage value

n = Total sample

P = Total population

𝟐𝟗𝟏
%= 𝑿 𝟏𝟎𝟎
𝟏𝟎𝟔𝟐

= 27.4 %

3. Median. The median is used to identify the median of the chronotype in terms

of age and sex.

The formula was:

(𝑛⁄2)−𝐵
Median = 𝐿 + ×𝑤
𝐺

Where:

L= is the lower class boundary of the group containing the median

n =is the total number of values
B= is the cumulative frequency of the groups before the median group
G= is the frequency of the median group
w= is the group width
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3. Pearson Correlation. It is used to determine if the chronotype and academic

performance has a significance relationship.

Where:

r = Pearson r correlation coefficient

N = number of observations

∑xy = sum of the products of paired scores

∑x = sum of x scores

∑y = sum of y scores

∑x2= sum of squared x scores

∑y2= sum of squared y scores

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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis and interpretation of data

gathered with main objective which is to determine the relationship and effects of

chronotype to the academic performance of the student that were drawn from

291 Junior High school students composed of Grade 7 and Grade 10 students of

Aplaya National High School ANNEX 1. The research questions that guided the

study were related to the result.

Demo-graphic Profile of the Respondents

Frequency of the Respondents with regards to Grade Level

Grade Frequency Percentage

Level (%)

Grade 155 53.26%

7

Grade 136 46.74%

10

Total 291 100%

Table 2
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In a total of 291 respondents, 155 of them are the Grade 7 students

equivalent to 53.26% and 136 of them are the Grade 10 students equivalent to

46.74% with a total of 100%. Majority of the respondents were Grade 7 students.

Frequency Distribution in terms of Age

Age Frequency Percent Valid Percent Cumulative

Percent

11 2 .7 .7 .7

12 111 38.1 38.1 38.8

13 37 12.7 12.7 51.5
14 9 3.1 3.1 54.6
Valid 15 82 28.2 28.2 82.8
16 43 14.8 14.8 97.6
17 5 1.7 1.7 99.3
18 2 .7 .7 100.0
Total 291 100.0 100.0
Table 3

The table showed that the two (2) of them aged 11, with a percentage of

seven percent (0.7%), 111 of them aged 12 that has a percentage of 38. 1 %, 37

of them were aged 13 with a percentage of 12.7% , (9) of them aged 14 that has a

percentage of 3.1%, 2 of them aged 15 that has a percentage of 28.2%. There are

also 43 respondents aged 16 that has a percentage of 14.8%, five (5) of them were
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aged 17 that has a percentage of 1.7%, and 2 of them aged 18 that has a

percentage of 0.7%. With a total of 291 respondents and has a total percentage of

100%.

Frequency Distribution in terms of Sex

Frequency Percent Valid Percent Cumulative

Percent
male
117 40.2 40.2 40.2
Valid female
174 59.8 59.8 100.0
Total
291 100.0 100.0

Table 4

In table 4, it is stated that 117 of them are male and 174 of them are

female. 291 students explained that 40. 2 % of the respondents are male and 59.

8% are female with a total of 100%.

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The Chronotype of the Respondents

Chronotype Distribution of Grade 7 Students

1%1%

5%

DE
ME
55%
39 I
MM
DM

Figure 3

The Figure 3 showed that majority of the Grade 7 respondents with a

percentage of 55% was an intermediate type of person followed by 39% of

moderate morning type and a 5 % of the definite morning person. On the other

hand, the type of chronotype that got the least percentage of distribution is the

definite and moderate evening type of chronotype which had a percentage of 1%.
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Chronotype Distribution of Grade 10

Figure 4

For the overall chronotype of Grade 10 students, the researchers combined

male and female frequency when it comes to their chronotype. As the figure 5

showed the variation of chronotype to Grade 10 students. It was stated that

majority of the Grade 10 students got a score 42-58 which means they are an

intermediate type of person. It is followed by a score of 59-69 or moderate

morning chronotype and the least one is the definite evening where nobody

among the Grade 10 students got a score lower than 31- 41.
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Figure 5
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Median of Grades Score across Sex (Grade 7)

90
80
70
60
50
40
30
20
10
0
Male Female

Median of Grade Score across Sex (Grade 10)

90
80
70
60
50
40
30
20
10
0
Male Female

Figure 6
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In Grade 7 students, figure 5 showed that the median of their General

Weighted Average (GWA) with a value of 81.88 for female and a median of

79.50 for male. In figure 8, it showed that the median of Grade 10 with regards on

their General Weighted Average (GWA) had a value of 82 for males and 83 for

females.

The Correlation of Chronotype and Academic Performance

A. Grade 7

Grade 7 (Males) Chronotype Academic

Performance
Pearson Correlation 1 .006
Chronotype Sig. (2-tailed) .966
N 60 60
Pearson Correlation .006 1
Academic
Sig. (2-tailed) .966
Performance
N 60 61

Correlation of Chronotype and Academic Performance of Grade 7 Males

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Grade 7 (Females) Chronotype Academic

Performance
Pearson Correlation 1 -.063
Chronotype Sig. (2-tailed) .544
N 95 95
Pearson Correlation -.063 1
Academic
Sig. (2-tailed) .544
Performance
N 95 95

Table 6

Correlation of Chronotype and Academic Performance of Grade 7 Females

On the data gathered, table 5 shows that Pearson’s correlation of the two

variable is r = 0.006 which has a positive correlation but has no significant

relationship since the significance value is 0.966 which is the study p-value is

greater than 0.05 (p<0.05). As table 6 showed, the significance and relationship of

chronotype and academic performances that has a value of r= -0.063 and p-value

is 0.544 ( p<0.05) that stated that the relationship of chronotype and academic

performance among men results to negative relationship and doesn’t have a

significant relationship.
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B. Grade 10

Grade 10 (Females) Chronoty Academic

pe Performance
Pearson
1 -.313
Chronotyp Correlation
e Sig. (2-tailed) .076
N 33 33
Pearson
Academic Correlation -.313 1
Performan
Sig. (2-tailed) .076
ce
N 33 79
Table 7

Correlation of Chronotype and Academic Performance of Grade 10 Females

Grade 10 ( Males) Chronotype Academic

Performance
Pearson
1 -.234
Correlation
Chronotype
Sig. (2-tailed) .191
N 57 33
Pearson
-.234 1
Correlation
Academic
Sig. (2-tailed) .191
Performance

N 33 33

Table 8

Correlation of Chronotype and Academic Performance of Grade 10 Males

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As the data gathered, table 7 showed that Pearson’s correlation of the two

variable is r = -0.313 which has a negative correlation but has no significant

relationship since the significance value is 0.076 which is the study p-value is

greater than 0.05 (p<0.05). As table 6 showed, the significance and relationship of

chronotype and academic performances that has a value of r= -0.234 and p-value

is 0.191 (p<0.05) that stated that the relationship of chronotype and academic

performance among men results to negative relationship and doesn’t have a

significant relationship.
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Chapter 5

SUMMARY OF FINDINGS, COCLUSIONS, AND RECOMMENDATIONS

This chapter sums all the findings in the conducted study, conclusions that

drawn by the researchers and a recommendation for further research.

Summary of Findings

The aim of this study is to determine the relationship between chronotype

and academic performance of the Grade 7 and Grade 10 students of Aplaya

National Highschool ANNEX 1. To complete those aspirations, the study forces

to reach some requirements namely: (1) determining the chronotype of one

person; a morning , evening and an intermediate or neutral person; (2) Judgement

of survey and grades as the research instrument of this study; (3) the effect of

chronotype related academic performance of an individual.

The previous related studies were discussed in this research paper. In

relation to performance, it became essential to understand the effect of those

chronotype theories to the respondents and examine the underlying effects that

affect their academic performances. Once these necessary steps were

accomplished, this research paper proceeded.

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The research instrument used by the researchers is the validated

questionnaire namely Morningness-Eveningness Questionnaire (MEQ) of Sleep

Health Foundation which was checked by the research facilitator of this study.

Before the survey questionnaire was conducted, the researchers made a serious

group discussion for the theories mentioned in few previous chapters. The

respondents of this study were asked to rate their perceptions in terms of

chronotype in relation to the theory stated in this study.

The questions that the researchers had given aimed to answer the following:

1. What is the chronotype of the Grade7 and Grade 10 students in terms of sex?

Majority of the Grade 7 respondents with a percentage of 55% was an

intermediate type of persons followed by 39% of moderate morning type and a 5

% of the definite morning person. On the other hand, the type of chronotype that

got the least percentage of distribution is the definite and moderate evening type

of chronotype which had a percentage of 1%. For the overall chronotype of Grade

10 students, the researchers combined male and female frequency when it comes

to their chronotype. As the figure 5 showed the variation of chronotype to Grade

10 students. It was stated that majority of the Grade 10 students got a score 42-58

it means, they are an intermediate type of person. It is followed by a score of 59-

69 or moderate morning chronotype and the least one is the definite evening

where nobody among the Grade 10 students got a score lower than 31- 41. It also
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stated that the chronotype of Grade 10 and Grade 7 is both an intermediate type of

person with regards to their sex.

2. What is the academic performance of the students in Aplaya National High

school ANNEX 1 in terms of their general average in First Semestral year

2018-2019?

The academic performance of the respondents is low based on their first

semester grade even if it was a morning or an evening class.

3. Is there any significance relationship between chronotype and academic

performances?

The researchers found out that there is no significant relationship between

academic performance and chronotype in both grade levels.

Conclusion

There are so many researchers questioning how the chronotype affects the

student’s academic performance. This reason brought the researchers the will to

make a study that will further understand the relationship and the factors that may

affects the academic performance of the students.

Based on the data gathered and discussed, these conclusions were made:

1. Male and female respondent’s chronotype are both intermediate type even if it

is an evening or morning class. They can cope with it.

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2. The academic performance of the respondents is low based on their first

semester grade even if it was a morning or an evening class.

3. The chronotype of the student doesn’t affect their academic performance.

4. The academic performance and chronotype had no significant relationship.

Recommendation

As the researchers found the result based on the data gathered, the

following recommendations were made:

Future researchers

1. Future researchers should make another study about the relationship and effects of

chronotype to academic performance.

2. They should look for more related studies that may help to discover the exact

effect of chronotype.

For institution

1. The institutions should improve the teaching strategy so that the students

understand the lessons easily even if they attend a school shifting system.

2. They should observe the effects of having a school shifting on the

learning of the students.

Students

1. They should improve their academic performance.

2. They should be more aware when it comes to their chronotype.

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