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Do Morning Classes Improve Student Learning of Microeconomics Principles?

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  • Mohammed Ibrahim Aldaghir

    (Middle Tennessee State University)

Abstract

This article analyzes the impact of class time on students’ grades by using data from Middle Tennessee State University. The data cover a period of six years and are based on a sample of 5803 individuals who enrolled in 133 sections of principles of microeconomics. To identify the causal impact of class time on students’ grades, I used a bootstrapping method which allowed assigning measures of accuracy to sample estimates. For males, the estimated coefficients were negative and statistically significant at the 10% level, and the coefficients suggested that a male student in an afternoon class could expect to earn a letter grade that is 0.029 points lower than he would have earned by taking the class in the morning. For females, the estimated coefficients were not statistically significant.

Suggested Citation

  • Mohammed Ibrahim Aldaghir, 2018. "Do Morning Classes Improve Student Learning of Microeconomics Principles?," International Advances in Economic Research, Springer;International Atlantic Economic Society, vol. 24(2), pages 163-177, May.
    • Handle: RePEc:kap:iaecre:v:24:y:2018:i:2:d:10.1007_s11294-018-9680-1
    DOI: 10.1007/s11294-018-9680-1
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    Cited by:

    1. Sing Chen Yeo & Clin K. Y. Lai & Jacinda Tan & Samantha Lim & Yuvan Chandramoghan & Teck Kiang Tan & Joshua J. Gooley, 2023. "Early morning university classes are associated with impaired sleep and academic performance," Nature Human Behaviour, Nature, vol. 7(4), pages 502-514, April.

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