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Longer Classes Versus More Frequent Classes: Which Wins? Evidence from a Liberal Arts College

Timothy Diette () and Manu Raghav ()

No 2016-03, Working Papers from DePauw University, Department of Economics and Management

Abstract: Colleges and universities have to stagger their classes across different times and days to make the best use of their existing buildings. Some of these class meetings are for different lengths of time and meet a different number of days per week. In addition, students and faculty have increased demand for courses that meet fewer days per week. There is some concern that classes that meet more often are better suited for student learning than others. However, this paper finds that, after controlling for the class time and course fixed effects as well as faculty and student fixed effects, there is no statistical difference between student learning in two days and three days classes. Thus, for colleges similar to the one in this study there does not appear to be a trade-off between the frequency of course meetings and student achievement as measured by grades.

Keywords: Class Meeting Frequency; Grades; GPA; Student Learning (search for similar items in EconPapers)
JEL-codes: I20 I21 I23 A22 Z18 (search for similar items in EconPapers)
Date: 2016-11
New Economics Papers: this item is included in nep-edu and nep-pke
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