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Short vs. long: cognitive load, retention and changing class structures

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Listed:
  • Brandon Sheridan
  • Ben Smith
  • Erin Pleggenkuhle-Miles

Abstract

University class structure is changing. To accommodate working students, programmes are increasing their offerings of long night classes – some lasting as long as six hours. While these long classes may be more convenient for students, they have unintended consequences as a result of cognitive load. Using a panel of 124 students (372 observations) and a differencing approach that controls for student characteristics, we show that student exam performance decreases by approximately one-half letter grade on content taught in the second half of a long class (significant at the 5% level).

Suggested Citation

  • Brandon Sheridan & Ben Smith & Erin Pleggenkuhle-Miles, 2017. "Short vs. long: cognitive load, retention and changing class structures," Education Economics, Taylor & Francis Journals, vol. 25(5), pages 501-512, September.
    • Handle: RePEc:taf:edecon:v:25:y:2017:i:5:p:501-512
    DOI: 10.1080/09645292.2017.1305099
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    References listed on IDEAS

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