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Do Morning Classes Improve Student Learning of Microeconomics Principles?

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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.

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Acknowledgements

The author thanks Chris Klein, and Tony Eff for helpful comments and suggestions.

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Authors and Affiliations

  1. Department of Economics and Finance, Middle Tennessee State University, P.O. Box 27, Murfreesboro, TN, 37132, USA

    Mohammed Ibrahim Aldaghir

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  1. Mohammed Ibrahim Aldaghir
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Correspondence to Mohammed Ibrahim Aldaghir.

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Aldaghir, M.I. Do Morning Classes Improve Student Learning of Microeconomics Principles?. Int Adv Econ Res 24, 163–177 (2018). https://doi.org/10.1007/s11294-018-9680-1

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  • DOI: https://doi.org/10.1007/s11294-018-9680-1

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