A Study on Students’ Perception of 8:30 AM Morning Classes

1. Title
A Study on Students’ Perception of 8:30 AM Morning Classes

2. Author
• Aryan Sawwalakhe (021331025078)
• Amansingh Barthwal (02133102546)
• Tejas Bharre (021331025477)

3. Introduction
• Class timing plays a crucial role in influencing students’ attendance, attentiveness, and overall learning experience.
• The scheduling of classes at 8:30 AM has become a concern for many students due to issues such as lack of sleep, travel time, and reduced morning energy levels.
• While early morning classes aim to promote discipline and time management, they may also create challenges that affect students’ academic performance.
• This study focuses on identifying the problems faced by students and understanding their perceptions regarding 8:30 AM morning classes.
• The study uses structured, close-ended questions based on a 5-point Likert scale to collect and analyze students’ responses effectively.

4. Objective
To assess students’ perceptions, problems, and preferences regarding 8:30 AM morning classes using structured Likert-scale survey questions.

5. Literature Review
• Research by Wolfson and Carskadon (1998) highlights that college students often experience delayed sleep cycles, which make early morning activities challenging. Their study found that early class schedules contribute to sleep deprivation, leading to reduced alertness, concentration, and academic performance. The findings suggest that students attending early morning classes tend to feel more tired and less mentally prepared, which can negatively affect classroom engagement and learning outcomes.

• A study conducted by Pilcher and Walters (1997) examined the relationship between sleep patterns and academic performance among college students. The study concluded that students with insufficient sleep reported lower attention levels, reduced motivation, and poor class participation, especially during early morning lectures. While morning classes may promote discipline, the research emphasizes that learning effectiveness improves when class timings align better with students’ natural sleep rhythms.

6. Data Collection
• Following 5 questions are framed on Likert Scale
a. I am able to attend my 8:30 AM classes regularly.
b. I am attentive and focused during the 8:30 AM class.
c. I am satisfied with having academic classes scheduled at 8:30 AM.
d. I am facing difficulties in attending the 8:30 AM class due to personal or academic reasons.
e. I am in favor of continuing classes at 8:30 AM in the future.

• Data was coded as
o 1 ->Strongly Agree
o 2 ->Agree
o 3 ->Neutral
o 4 ->Disagree
o 5 -> Strongly Disagree

• 101 students of ITM were surveyed and data was downloaded as excel sheet. For each question, mean, standard deviation, standard error, and t-stat was calculated.

7. Data Analysis

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false
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X-NONE
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Mean	2.98	2.97	3.20	3.13	3.04
Standard Deviation	1.48	1.21	1.23	1.26	1.39
Standard Error	0.015	0.012	0.012	0.013	0.014
t-stat	-1.36	-2.47	16.19	10.29	2.89

8. Conclusion

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Sr. No.	Question	Conclusion
1.	I am able to attend my 8:30 AM classes regularly.	Students show a slight difficulty in attending 8:30 AM classes regularly, indicating minor attendance challenges.
2.	I am attentive and focused during the 8:30 AM class	Most students report lower levels of attentiveness and focus during 8:30 AM classes, suggesting that early timing affects concentration.
3.	I am satisfied with having academic classes scheduled at 8:30 AM.	Despite early scheduling, students generally express satisfaction with having classes at 8:30 AM.
4.	I am facing difficulties in attending the 8:30 AM class due to personal or academic reasons.	A significant number of students agree that they face personal or academic difficulties in attending early morning classes.
5.	I am in favor of continuing classes at 8:30 AM in the future.	Students show moderate support for continuing 8:30 AM classes, reflecting mixed but overall acceptable opinions.

9. Reference
• R., & Carskadon, M. A. (1998).
Sleep schedules and daytime functioning in adolescents.
Child Development, 69(4), 875–887.
• Pilcher, J. J., & Walters, A. S. (1997).
How sleep deprivation affects psychological variables related to college students’ cognitive performance.
Journal of American College Health, 46(3), 121–126.

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