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Early morning university classes are associated with impaired sleep and academic performance

Author

Listed:
  • Sing Chen Yeo

    (Duke-NUS Medical School)

  • Clin K. Y. Lai

    (National University of Singapore)

  • Jacinda Tan

    (Duke-NUS Medical School)

  • Samantha Lim

    (Duke-NUS Medical School)

  • Yuvan Chandramoghan

    (Duke-NUS Medical School)

  • Teck Kiang Tan

    (National University of Singapore)

  • Joshua J. Gooley

    (Duke-NUS Medical School
    National University of Singapore)

Abstract

Attending classes and sleeping well are important for students’ academic success. Here, we tested whether early morning classes are associated with lower attendance, shorter sleep and poorer academic achievement by analysing university students’ digital traces. Wi-Fi connection logs in 23,391 students revealed that lecture attendance was about ten percentage points lower for classes at 08:00 compared with later start times. Diurnal patterns of Learning Management System logins in 39,458 students and actigraphy data in 181 students demonstrated that nocturnal sleep was an hour shorter for early classes because students woke up earlier than usual. Analyses of grades in 33,818 students showed that the number of days per week they had morning classes was negatively correlated with grade point average. These findings suggest concerning associations between early morning classes and learning outcomes.

Suggested Citation

  • 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.
    • Handle: RePEc:nat:nathum:v:7:y:2023:i:4:d:10.1038_s41562-023-01531-x
    DOI: 10.1038/s41562-023-01531-x
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    References listed on IDEAS

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    1. Andrea P. Goldin & Mariano Sigman & Gisela Braier & Diego A. Golombek & María J. Leone, 2020. "Interplay of chronotype and school timing predicts school performance," Nature Human Behaviour, Nature, vol. 4(4), pages 387-396, April.
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    6. Sing Chen Yeo & Clin K Y Lai & Jacinda Tan & Joshua J Gooley, 2021. "A targeted e-learning approach for keeping universities open during the COVID-19 pandemic while reducing student physical interactions," PLOS ONE, Public Library of Science, vol. 16(4), pages 1-17, April.
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