Grade 11 STEM Students’ Chronotype and Mathematical Problem-Solving Skills: A Comparative Study

Understanding chronotype is important in studying students’ problem-solving skills in Science, Technology, Engineering, and Mathematics (STEM) education, as their natural sleep–wake preferences can affect focus, reasoning, and performance. This study sought to determine the effect of chronotype on the mathematical problem-solving skills of Grade 11 STEM students at Saint Mary’s University Senior High School. Specifically, it aimed to assess the level of mathematical problem-solving skills of students in relation to their chronotype, identify differences when grouped by chronotype and class schedule, and explore the strategies students use to improve their skills. The study employed a mixed-method design, using a descriptive-comparative approach. A purposive sample of 40 students was classified through the Morningness–Eveningness Questionnaire and assessed using a mathematics problem-solving test and open-ended questions. Data were analyzed using descriptive statistics, independent t-test, two-way analysis of variance, and thematic analysis. Findings revealed that both morning-type and evening-type students were at a developing level of proficiency in mathematical problem-solving, and no significant difference was found between the two groups. However, results further indicated a significant interaction between chronotype and class schedule, as morning-type students performed better in morning classes while evening-type students performed better in afternoon classes. Moreover, students identified adequate sleep, review, and practice as key strategies to improve performance. Thus, the study concluded that aligning class schedules with students’ chronotypes enhanced their mathematical problem-solving skills, underscoring the importance of flexible academic support in STEM education.