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Course scheduling and academic performance

Author

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  • Dills, Angela K.
  • Hernández-Julián, Rey

Abstract

This paper examines the relationship between course scheduling and student achievement, controlling for student and course characteristics. The literature in psychology recognizes that performance varies by time of day and that spacing learning out over time may foster greater long-term memory of items. We use student grades as a measure of performance and find a small, positive time of day effect partly driven by student selection into preferred course times. In addition, we find that students earn higher grades in classes that meet more often.

Suggested Citation

  • Dills, Angela K. & Hernández-Julián, Rey, 2008. "Course scheduling and academic performance," Economics of Education Review, Elsevier, vol. 27(6), pages 646-654, December.
    • Handle: RePEc:eee:ecoedu:v:27:y:2008:i:6:p:646-654
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    References listed on IDEAS

    as
    1. Hughes, Woodrow Jr, 2004. "Blocking student performance in high school?," Economics of Education Review, Elsevier, vol. 23(6), pages 663-667, December.
    2. Eric P. Bettinger & Bridget Terry Long, 2010. "Does Cheaper Mean Better? The Impact of Using Adjunct Instructors on Student Outcomes," The Review of Economics and Statistics, MIT Press, vol. 92(3), pages 598-613, August.
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