Lintereur, Gary E.
M.S. (Master of Science)
Department of Technology
Academic achievement||Schedules, School||High school students--Psychology
The decision to do a study on whether the time of day a class was taken had a measurable effect on student grades came about after the author sensed this was happening in classes he taught. Conversations with other instructors revealed that some of them felt students received higher grades in the earlier classes. The procedure was to find six teachers who taught the same class five periods a day. Information was gathered on the students in each of the five classes taught by the six instructors. This information included the percentage scores achieved by the students and the student's I.Q. scores from I.Q. tests taken in the eighth grade. Students who dropped the class before completion and students without I.Q. scores on file were not included in the study. The mean percentage scores, adjusted by the I.Q. scores of the students, were used to determine if individually or interactively, the independent variables, the period a class is taken and the subject matter of the class, had a significant effect on the dependent variable, student achievement. The data were analyzed using the 2-way ANOVA with student I.Q. used as a covariate. The hypotheses were tested at the .05 level of confidence. The results of the analysis revealed that student performance was not significantly affected by the period the class was taken. The subject matter of the class had a significant effect on student performance at the .05 level. The results also showed no significant interaction effect between course and period. The conclusion reached by the results of this study is that the subject matter of a class has a more profound effect on student performance than does the time of day a class is taken.
Benassi, Carl John, "A comparative study of the achievement between high school students in a teacher's first, second, third, fourth, and fifth class taught" (1989). Graduate Research Theses & Dissertations. 121.
viii, 72 pages
Northern Illinois University
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