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The effect of student time allocation on academic achievement

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  • Barbara Grave

Abstract

There is a large literature on the influence of institutional characteristics on student academic achievement. In contrast, relatively little research focusses on student time allocation and its effects on student performance. This paper contributes to the literature by investigating the effect of student time allocation on the average grade of undergraduate students, by gender, ability, and field of study. The results suggest that the time spent on attending courses is positively associated with grades for females, high-ability students, and students of Social Sciences and Sciences/Engineering. Spending time on self-study, on other study-related activities, or on working as a student assistant or tutor is positively correlated with grades for almost all students. Devoting time for attending tutorials or student work groups is negatively correlated with grades if the ability of students is below average or if they study Sciences/Engineering. Using a translog production function, the results indicate that spending time on courses, on self-study, and on other study-related activities are substitutes. However, time spent on courses and time spent on working as a student assistant or tutor are complements.

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File URL: http://www.tandfonline.com/10.1080/09645292.2011.585794
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Bibliographic Info

Article provided by Taylor and Francis Journals in its journal Education Economics.

Volume (Year): 19 (2011)
Issue (Month): 3 ()
Pages: 291-310

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Handle: RePEc:taf:edecon:v:19:y:2011:i:3:p:291-310

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Related research

Keywords: student time allocation; student performance; educational production function;

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Cited by:
  1. Zwick Th., 2013. "Determinants of individual academic achievement - Group selectivity effects have many dimensions," Research Memoranda 003, Maastricht : ROA, Research Centre for Education and the Labour Market.
  2. Liam Delaney & Colm Harmon & Martin Ryan, 2011. "The Role of Noncognitive Traits in Undergraduate Study Behaviours," Working Papers 201132, Geary Institute, University College Dublin.

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