To calculate the correlation between class schedules (categorical variable) and learners’

productivity (continuous variable), the ANOVA test was used.

One-Way ANOVA (Non-parametric)

Kruskal-Wallis

χ² df p

Learning Productivity 17.8 2 < .001

The data gave off a p-value of < .001 which suggests that at 0.05 level of significance, the null
hypothesis “There is no relationship between learners’ productivity and their class schedule” is
rejected. This implies that the class schedule significantly influences the learners’ productivity.

To determine which class schedule had significantly higher learner productivity, the Dwass-
Steel-Critchlow-Fligner pairwise comparisons test was used.

Dwass-Steel-Critchlow-Fligner pairwise comparisons

Pairwise comparisons - Learning Productivity

W p

06:00 - 8:00 (night classes) 07:30 - 11:50 (morning classes) -4.43 0.005

06:00 - 8:00 (night classes) 12:00 - 5:50 (afternoon classes) 1.25 0.650

07:30 - 11:50 (morning classes) 12:00 - 5:50 (afternoon classes) 5.68 < .001

The results showed that the learning productivity of students during morning classes were
significantly different from learning productivity of students in the afternoon and night classes
with p-values 0.05 for night classes vs morning classes and <0.001 for morning classes vs
afternoon classes. However, there is no significant difference in the learning productivity of
students in the afternoon and night classes.

To further analyze these relationships, the mean and standard deviation of the learning
productivity of students among the different class schedules were investigated.

Descriptives
 Class Schedule Mean SD Interpretation

06:00 - 8:00 (night Moderately productive

Learning Productivity 2.93 0.489
classes)
07:30 - 11:50 (morning Moderately productive
2.76 0.469
classes)
12:00 - 5:50 (afternoon Moderately productive
3.01 0.441
classes)

The table revealed the average and the variability of the learners’ productivity in the different
class schedules. It further revealed that in all class schedules, the learners are moderately
productive. However, a significant relationship was shown in the learners’ productivity and
their class schedule, i.e., the class schedule significantly influences their learning productivity.
As shown in the previous results, the learners’ productivity during morning classes were
significantly different from the learners’ productivity in the afternoon and night classes with p-
values 0.05 for night classes vs morning classes and <0.001 for morning classes vs afternoon
classes. As shown in this table, the highest mean was computed for the learners’ productivity
in the afternoon classes with an average of 3.01 with a standard deviation of 0.441 which
implies that the data are less variable. Furthermore, it showed that the lowest mean was
accounted for the learning productivity of students attending the morning classes with a mean
of 2.76.
From these data, it can be concluded that the learning productivity of students are lower in
the morning classes compared to their learning productivity in the afternoon and night
classes. The results further suggests that students class schedule must involve afternoon and
night classes since their learning productivity in these schedules are significantly higher than
their learning productivity during morning classes.
Appendices

Table guiding which test is suitable for what Dependent Variables

conditions
Categorical Continuous

Independent Variables Categorical Chi-Square Test ANOVA Test

Continuous Logistic Linear

Regression Regression

Interpretation

Scale Learning Productivity

3.25-4.00 Highly productive
2.50 – 3.24 Moderately productive
1.75 – 2.49 Partially productive
1.00 – 1.74 Not productive

Scale Reliability Statistics

Cronbach's α

scale 0.770

Scale Reliability Statistics

Cronbach's α

scale 0.734

Note. item 'I experience fatigue and burnout.' correlates negatively with the total scale and probably should be reversed
Descriptives

Mean SD Interpretation

I have ample time to prepare for my classes. 2.98 0.974 Moderately productive
I am more focused on listening to class discussion in this time range 2.92 0.824 Moderately productive
I am able to collaborate well in group activities in this time range. 3.09 0.822 Moderately productive
I complete tasks within the allotted time given by the instructor. 3.26 0.822 Highly productive
I still find time to join extracurricular activities with my current class Partially productive
2.13 0.982
schedule.
I am productive in managing my studies and activities independently. 2.95 0.790 Moderately productive
I am able to participate actively in class discussions in this time range. 2.82 0.833 Moderately productive
I am more productive to study or work on projects in this time range. 2.85 0.824 Moderately productive
My Class Schedule has a great effect on my class performance. 3.01 0.900 Moderately productive
I experience fatigue and burnout. 1.97 0.987 Moderately productive

Normality Test

Shapiro-Wilk

Mean SD W p

I have ample time to prepare for my classes. 2.98 0.974 0.837 < .001

I am more focused on listening to class discussion in this time range 2.92 0.824 0.849 < .001

I am able to collaborate well in group activities in this time range. 3.09 0.822 0.832 < .001

I complete tasks within the allotted time given by the instructor. 3.26 0.822 0.786 < .001

I still find time to join extracurricular activities with my current class

2.13 0.982 0.850 < .001
schedule.

I am productive in managing my studies and activities independently. 2.95 0.790 0.845 < .001

I am able to participate actively in class discussions in this time range. 2.82 0.833 0.862 < .001

I am more productive to study or work on projects in this time range. 2.85 0.824 0.854 < .001

My Class Schedule has a great effect on my class performance. 3.01 0.900 0.841 < .001

I experience fatigue and burnout. 3.03 0.986 0.816 < .001