Document Type

Article

Publication Date

3-2017

Publication Title

Educated Economics

Abstract

University class structure is changing. To accommodate working students, programmes are increasing their offerings of long night classes – some lasting as long as six hours. While these long classes may be more convenient for students, they have unintended consequences as a result of cognitive load. Using a panel of 124 students (372 observations) and a differencing approach that controls for student characteristics, we show that student exam performance decreases by approximately one-half letter grade on content taught in the second half of a long class (significant at the 5% level).

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Education Economics on 22 March 2017 available online: http://www.tandfonline.com/doi/abs/10.1080/09645292.2017.1305099.

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