The Effect of Class times on the Academic Performance of Students in Mathematics

Abstract

Background/Objectives: This study examined if there a significant difference in math scores between the morning and afternoon class sections of first-year undergraduate game development students in mathematics. Methods/Statistical analysis: This experimental study had a population of an unpaired group composed of a morning and an afternoon class time. The i-Ready® Online Mathematics Assessment by Curriculum Associates was used to measure the math scores of each group proctored by the researchers and analyzed using Levine's test (t-test) and Mann-Whitney U test. Findings: The results of the study show that there is no significant difference in math scores between the morning and the afternoon class times. Improvements/Applications: For future studies, the researchers aim to determine the math scores of the morning and afternoon class times of the different year undergraduate levels.

Effect of Time-of-Day on Learning of Mathematics A Case of Secondary Schools in Karachi

“…The findings of the study conducted by Hines (2004) reveal the same results that the increased mathematical learning of students could be achieved when students are taught and assessed at their preferred time-of-day 9 . On the other hand, the study conducted by Manaligod, et al, (2021), while examining the difference in mathematics scores between the morning and afternoon classes, reveals that no significant difference between the morning and the afternoon class timings. 10 Davis (1987) controlled a yearlong report analysing season of-day impacts on understudy accomplishment 11 .…”