Volume 3 Issue 1 | 2026 | View PDF
Paper Id:IJMSM-V3I1P134
doi: 10.71141/30485037/V3I1P134

Comparative Behavioral and Grade Analysis Between Morning and Afternoon Shifts of SHS Academic Track Students

George Newton T. Ty, Rhiane Jade Y. Quiapo, Leslie Tonette A. Talja, Rhea Mechailla D. Garces, John Lawrince M. Loque, Patrick Glenn Y. Sacal

Citation:
George Newton T. Ty, Rhiane Jade Y. Quiapo, Leslie Tonette A. Talja, Rhea Mechailla D. Garces, John Lawrince M. Loque, Patrick Glenn Y. Sacal, "Comparative Behavioral and Grade Analysis Between Morning and Afternoon Shifts of SHS Academic Track Students" International Journal of Multidisciplinary on Science and Management, Vol. 3, No. 1, pp. 345-359, 2026.

Abstract:
This study entitled “Comparative Behavioral and Grade Analysis between Morning and Afternoon Shift of SHS Academic Track Students aimed to determine the correlation between behavioral levels and academic performance of Senior High School Academic Track Students under the morning and afternoon shifts at Gingoog City Comprehensive National High School during the span of Q1 in the School Year 2025-2026. specifically, it sought to compare the average academic performance and behavioral levels of students in both shifts, examine the correlation between the behavior and grades within each shift, and determine whether class schedule influences students performance and engagement. The study employed a quantitative correlational comparative research design. A total of 437 respondents from Grade 11 and Grade 12, selected through stratified random sampling. Data were gathered using an adapted and validated survey questionnaire assessing internal and external behavioral factors, and students’ first-quarter general weighted averages were collected from class advisers. Statistical tools such as mean, standard deviation, Pearson correlation coefficient, and Fisher's z-test were applied for data analysis. Findings revealed that both morning and afternoon shift students attained a Good behavioral level and a Satisfactory academic performance, with no significant difference between the two shifts. The correlation analysis indicated a very low negative relationship between behavior and academic performance, suggesting that behavioral factors had minimal influence on students’ grades. The finding imply that class schedule does not substantially affect students’ behavior or academic performance, emphasizing that both groups can perform equally under a double-shift system.

Keywords: Academic Performance, Behavioral Level, Correlational Analysis, Morning and Afternoon Shifts, Senior high School.

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