Document Type
Working Paper
Publication Date
8-11-2016
JEL Codes
I20, I21, I23, A22, Z18
Abstract
Colleges and universities have to stagger their classes across different times and days to make the best use of their existing buildings. Some of these class meetings are for different lengths of time and meet a different number of days per week. In addition, students and faculty have increased demand for courses that meet fewer days per week. There is some concern that classes that meet more often are better suited for student learning than others. However, this paper finds that, after controlling for the class time and course fixed effects as well as faculty and student fixed effects, there is no statistical difference between student learning in two days and three days classes. Thus, for colleges similar to the one in this study there does not appear to be a trade-off between the frequency of course meetings and student achievement as measured by grades.
Recommended Citation
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.