Do Morning Classes Improve Student Learning of Microeconomics Principles?

Mohammed Ibrahim Aldaghir ()
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Mohammed Ibrahim Aldaghir: Middle Tennessee State University

International Advances in Economic Research, 2018, vol. 24, issue 2, No 5, 163-177

Abstract: 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.

Keywords: Grades; Class time; Economics education; Academic performance; Microeconomics; Gender differences; Course scheduling; Bootstrapping; A20; I20 (search for similar items in EconPapers)
Date: 2018
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Citations: View citations in EconPapers (2)

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DOI: 10.1007/s11294-018-9680-1

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