Lisa FreemanResearch Methods in Instructional TechnologyEDIT 6900Dr. Lloyd RieberUniversity of GeorgiaApril 23, 2008

One class average is consistently lower than other class averages of the same subject

Test scores show students in that class have the skills and abilities to do the work

Class with the lowest average is the last class of the day

We must address the consistently lower class average maintained by the last period class as compared to the class averages of the first three classes.

We must answer: “What are the effects of class schedule (time of day) and time-of-day preference on student academic performance in a seventh grade class?”

Human performance affected by body’s circadian rhythm

What “sets” the body clock? Biology

Genetics Body temperature

Age Children – early birds Teens/young adults –

owls Older adults – early

birds Environment

Seasons Exposure to sunlight(Gilbert, 2006)

“God helps those who help themselves”

“The early bird catches the worm”

(Kirby et al., 2006)

Time-of-Day Preferences in Adolescents

Time of Day and Adolescent Academic Performance

Theories acknowledge individual differences in circadian rhythms (Freeman et al., 1934)

Variations during circadian cycle affect performance (Kleitman et al., 1938)

Time-of-day preference gives rise to “morning person, night owl, and so on” (Callan, 1999)

Adolescents move toward Eveningness at about age 13 (Kim et al., 2002)

Circadian shifts could affect academic performance at non-optimal times (Kim et al., 2002)

Decline in early-afternoon functioning due to circadian rhythm (Klein, 2004)

Adolescents tested at optimal times at an advantage (May et al., 2005); Evening-types tested at non-optimal times at a disadvantage (Goldstein et al., 2007)

Academic achievement varies with class time of day (Klein, 2004)

Delayed school start times result in improvement in overall student attention (Kubow et al., 1999)

Instruction should occur at times that match time-of-day preference (Kirby et al., 2006)

Research Question: “What are the effects of class schedule (time of day) and time-of-day preference on student academic performance in a seventh grade class?”

Sample Size/Context 372 twelve- to

thirteen-year old students

Seventh grade regular education classrooms

Middle school in Gwinnett County, Georgia

Intact classes – no random sampling or group assignments

Survey: Children’s Morningness-Eveningness Preferences scale

10-item multiple choice self-reporting instrument

Scores range from 10 (extreme Eveningness) to 42 (extreme Morningness)

Cut-off scores: 32+ - Morningness 24- - Eveningness

(Carskadon et al., 1993)

Time-series (quasi-experimental) design Baseline data: county-

standardized quarterly final exams grades for last academic period

Intervention: class schedules modified for two quarters based upon students’ time-of-day preferences

Observation: county-standardized quarterly final exams grades for the intervention period

If significant change is shown, we can conclude time-of-day preference affects our students’ academic performance

Our primary goal is to improve student academic success

Instruction and class schedule based upon time-of-day preference

Callan, R. J. (1999). Effects of matching and mismatching students' time-of-day preferences. Journal of Educational Research, 92(5), 295-299.

Carskadon, M. A., Vieira, C., & Acebo, C. (1993). Association between puberty and delayed phase preference. Sleep, 16(3), 258-262.

Freeman, G., & Hovland, C. (1934). Diurnal variation in performance and related physiological processes. Psychological Bulletin, 31(10), 777-799.

Gilbert, K. (2006). Your personal time zone. Psychology Today, 39(4), 56.

Goldstein, D., Hahn, C. S., Hasher, L., Wiprzycka, U. J., & Zelazo, P. D. (2007). Time of day, intellectual performance, and behavioral problems in morning versus evening type adolescents: Is there a synchrony effect? Personality and Individual Differences, 42(3), 431-440.

Kim, S., Dueker, G. L., Hasher, L., & Goldstein, D. (2002). Children's time of

day preference: Age, gender, and ethnic differences. Personality and Individual Differences, 33(7), 1083-1090.

Kirby, E. G., & Kirby, S. L. (2006). Improving task performance: The relationship between morningness and proactive thinking. Journal of Applied Social Psychology, 36(11), 2715-2729.

Klein, J. (2004). Planning middle school schedules for improved attention and achievement. Scandinavian Journal of Educational Research, 48(4), 441-450.

Kleitman, N., Titelbaum, S., & Feiveson, P. (1938). The effect of body temperature on reaction time. American Journal of Physiology, 121(2), 495-501.

Kubow, B. K., Wahlstrom, K. L., & Bemis, A. E. (1999). Starting time and school life: Reflection from educators and students. Phi Beta Kappan, 80(5), 366-371.

May, C. P., Hasher, L., & Foong, N. (2005). Implicit memory, age, and time of day. Psychological Science, 16(2), 96-100.