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Does classroom time matter?

Author

Listed:
  • Joyce, Ted
  • Crockett, Sean
  • Jaeger, David A.
  • Altindag, Onur
  • O'Connell, Stephen D.

Abstract

Little experimental evidence exists on the causal impact of class time on academic performance when students have access to extensive course material online. We randomized 725 college students into traditional twice-per-week and compressed once-per-week lecture formats in introductory microeconomics. Students in the traditional format scored 3.2 out of 100 points higher (0.21 standard deviations) on the midterm than those in the compressed format but a statistically insignificant 1.6 points higher (0.11 standard deviations) on the final. There were no differences in non-cognitive outcomes. Students in the middle tercile of predicted test scores performed worst in the compressed format relative to those in the traditional format but there was little difference in test scores by format in the top tercile of predicted performance. While the compressed format offers clear savings in classroom space and professors’ time, these savings come at some cost to student performance.

Suggested Citation

  • Joyce, Ted & Crockett, Sean & Jaeger, David A. & Altindag, Onur & O'Connell, Stephen D., 2015. "Does classroom time matter?," Economics of Education Review, Elsevier, vol. 46(C), pages 64-77.
    • Handle: RePEc:eee:ecoedu:v:46:y:2015:i:c:p:64-77
    DOI: 10.1016/j.econedurev.2015.02.007
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    References listed on IDEAS

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    1. David Figlio & Mark Rush & Lu Yin, 2013. "Is It Live or Is It Internet? Experimental Estimates of the Effects of Online Instruction on Student Learning," Journal of Labor Economics, University of Chicago Press, vol. 31(4), pages 763-784.
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    Cited by:

    1. George Bulman & Robert W. Fairlie, 2015. "Technology and Education: Computers, Software, and the Internet," CESifo Working Paper Series 5570, CESifo.
    2. Cotti, Chad & Gordanier, John & Ozturk, Orgul, 2018. "Class meeting frequency, start times, and academic performance," Economics of Education Review, Elsevier, vol. 62(C), pages 12-15.
    3. Maria De Paola & Francesca Gioia & Vincenzo Scoppa, 2022. "Online Teaching, Procrastination And Students’ Achievement: Evidence From Covid-19 Induced Remote Learning," Working Papers 202202, Università della Calabria, Dipartimento di Economia, Statistica e Finanza "Giovanni Anania" - DESF.
    4. Adkins, Savannah, 2024. "Equity in hybrid microeconomics classes: Effects on diverse student groups," International Review of Economics Education, Elsevier, vol. 47(C).
    5. Timothy M. Diette & Manu Raghav, 2018. "Do GPAs Differ Between Longer Classes and More Frequent Classes at Liberal Arts Colleges?," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(4), pages 519-527, June.
    6. Josep Amer-Mestre & Alaitz Ayarza-Astigarraga & Marta C. Lopes, 2024. "E-learning engagement gap during school closures: differences by academic performance," Applied Economics, Taylor & Francis Journals, vol. 56(3), pages 337-359, January.
    7. Cassandra M.D. Hart & Elizabeth Friedmann & Michael Hill, 2018. "Online Course-taking and Student Outcomes in California Community Colleges," Education Finance and Policy, MIT Press, vol. 13(1), pages 42-71, Winter.
    8. M Paula Cacault & Christian Hildebrand & Jérémy Laurent-Lucchetti & Michele Pellizzari, 2021. "Distance Learning in Higher Education: Evidence from a Randomized Experiment [A Randomized Assessment of Online Learning]," Journal of the European Economic Association, European Economic Association, vol. 19(4), pages 2322-2372.
    9. Marigee Bacolod & Latika Chaudhary, 2018. "Distance To Promotion: Evidence From Military Graduate Education," Contemporary Economic Policy, Western Economic Association International, vol. 36(4), pages 667-677, October.
    10. Ha, Wei & Ma, Liping & Cao, Yulian & Feng, Qinxue & Bu, Shangcong, 2024. "The effects of class attendance on academic performance: Evidence from synchronous courses during Covid-19 at a Chinese research university," International Journal of Educational Development, Elsevier, vol. 104(C).
    11. Jose Vazquez & Eric Chiang, 2015. "Flipping Out! A Case Study on How to Flip the Principles of Economics Classroom," International Advances in Economic Research, Springer;International Atlantic Economic Society, vol. 21(4), pages 379-390, November.
    12. Agasisti, Tommaso & Barucci, Emilio & Cannistrà, Marta & Marazzina, Daniele & Soncin, Mara, 2023. "Online or on-campus? Analysing the effects of financial education on student knowledge gain," Evaluation and Program Planning, Elsevier, vol. 98(C).
    13. Masato Ikeda & Shintaro Yamaguchi, 2021. "Online learning during school closure due to COVID-19," The Japanese Economic Review, Springer, vol. 72(3), pages 471-507, July.
    14. Bosshardt, William & Chiang, Eric P., 2018. "Evaluating the effect of online principles courses on long-term outcomes," International Review of Economics Education, Elsevier, vol. 28(C), pages 1-10.
    15. Martin S. Andersen & Dora Gicheva & Jeffrey Sarbaum, 2018. "Requiring Versus Recommending Preparation Before Class: Does It Matter?," Southern Economic Journal, John Wiley & Sons, vol. 85(2), pages 616-631, October.
    16. Timothy M. Diette & Manu Raghav, 2016. "Longer Classes Versus More Frequent Classes: Which Wins? Evidence from a Liberal Arts College," Working Papers 2016-03, DePauw University, School of Business and Leadership and Department of Economics and Management.
    17. Vaclav Korbel & Michal Paulus, 2017. "Do Teaching Practices Impact Socio-emotional Skills?," Working Papers IES 2017/04, Charles University Prague, Faculty of Social Sciences, Institute of Economic Studies, revised Feb 2017.
    18. Merkus, Erik & Schafmeister, Felix, 2021. "The role of in-person tutorials in higher education," Economics Letters, Elsevier, vol. 201(C).
    19. Nick Huntington-Klein & James Cowan & Dan Goldhaber, 2017. "Selection into Online Community College Courses and Their Effects on Persistence," Research in Higher Education, Springer;Association for Institutional Research, vol. 58(3), pages 244-269, May.
    20. Rita A. Balaban & Donna B. Gilleskie & Uyen Tran, 2016. "A quantitative evaluation of the flipped classroom in a large lecture principles of economics course," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(4), pages 269-287, October.

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    More about this item

    Keywords

    Classroom time; Microeconomics; Randomization; Student performance;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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