Abstract

Background: Performance of an individual at physical and mental level depends on many factors and chronotype is one among them.

Aims and Objectives: To categorize the subjects into different chronotype groups based on Horne-Ostberg’s morningness-eveningness questionnaire. To illustrate the academic performance of the subjects by recording their scores obtained in the physiology internal assessment theory examination. To observe the relation between chronotype group and their academic performance.

Materials and Methods: After making them to understand the methods and objectives of the study, written informed consent was obtained from 150 adolescents of aged between 17 and 19 years; both the genders were included in the study. Horne-Ostberg’s morningness-eveningness questionnaire has 19 questions and points against each of them. All the points are added and then the total scores are obtained. Scores can range from 16 to 86; scores ≤41 indicate evening type and scores ≥59 indicate morning type, and scores between 42 and 58 are intermediate type. Physiology internal assessment theory examination was conducted for maximum 50 marks; obtained marks were entered.

Results: Mean scores obtained in the physiology theory examination by moderate evening, intermediate, and moderate morning chronotypic groups are 23.2 (8.5), 25.2 (6.8), and 25.6 (6.3), respectively (P = 0.649).

Conclusion: Academic performance of the students is independent of their chronotype.

Key words: Morningness-eveningness; Chronotype; Performance; Adolescent; Physiology