Lisa Freeman Research Methods in Instructional Technology EDIT 6900 Dr. Lloyd Rieber University of Georgia April 23, 2008

 One class average is consistently lower than other class averages of the same subject  Test scores show students in that class have the skills and abilities to do the work  Class with the lowest average is the last class of the day

 We must address the consistently lower class average maintained by the last period class as compared to the class averages of the first three classes.  We must answer: “What are the effects of class schedule (time of day) and time-of- day preference on student academic performance in a seventh grade class?”

 Human performance affected by body’s circadian rhythm  What “sets” the body clock?  Biology Genetics Body temperature  Age Children – early birds Teens/young adults – owls Older adults – early birds  Environment Seasons Exposure to sunlight ( Gilbert, 2006)

“God helps those who help themselves” “The early bird catches the worm” (Kirby et al., 2006)

Time-of-Day Preferences in Adolescents Time of Day and Adolescent Academic Performance  Theories acknowledge individual differences in circadian rhythms (Freeman et al., 1934)  Variations during circadian cycle affect performance (Kleitman et al., 1938)  Time-of-day preference gives rise to “morning person, night owl, and so on” (Callan, 1999)  Adolescents move toward Eveningness at about age 13 (Kim et al., 2002)  Circadian shifts could affect academic performance at non- optimal times (Kim et al., 2002)  Decline in early-afternoon functioning due to circadian rhythm (Klein, 2004)  Adolescents tested at optimal times at an advantage (May et al., 2005 ); Evening-types tested at non- optimal times at a disadvantage (Goldstein et al., 2007)  Academic achievement varies with class time of day (Klein, 2004)  Delayed school start times result in improvement in overall student attention (Kubow et al., 1999)  Instruction should occur at times that match time-of-day preference (Kirby et al., 2006)

Research Question: “What are the effects of class schedule (time of day) and time-of-day preference on student academic performance in a seventh grade class?” Survey (Qualitative) Time-series design (Quasi- experimental)

 Sample Size/Context  372 twelve- to thirteen- year old students  Seventh grade regular education classrooms  Middle school in Gwinnett County, Georgia  Intact classes – no random sampling or group assignments

Survey: Children’s Morningness- Eveningness Preferences scale 10-item multiple choice self-reporting instrument Scores range from 10 (extreme Eveningness) to 42 (extreme Morningness) Cut-off scores: Morningness Eveningness (Carskadon et al., 1993)

 Time-series (quasi- experimental) design Baseline data: county- standardized quarterly final exams grades for last academic period Intervention: class schedules modified for two quarters based upon students’ time-of- day preferences Observation: county- standardized quarterly final exams grades for the intervention period Baseline Data Intervention Observation

If significant change is shown, we can conclude time-of-day preference affects our students’ academic performance

 Our primary goal is to improve student academic success  Instruction and class schedule based upon time- of-day preference

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Gilbert, K. (2006). Your personal time zone. Psychology Today, 39(4), 56. Goldstein, D., Hahn, C. S., Hasher, L., Wiprzycka, U. J., & Zelazo, P. D. (2007). Time of day, intellectual performance, and behavioral problems in morning versus evening type adolescents: Is there a synchrony effect? Personality and Individual Differences, 42(3),

Kim, S., Dueker, G. L., Hasher, L., & Goldstein, D. (2002). Children's time of day preference: Age, gender, and ethnic differences. Personality and Individual Differences, 33(7), Kirby, E. G., & Kirby, S. L. (2006). Improving task performance: The relationship between morningness and proactive thinking. Journal of Applied Social Psychology, 36(11), Klein, J. (2004). Planning middle school schedules for improved attention and achievement. Scandinavian Journal of Educational Research, 48(4),

Kleitman, N., Titelbaum, S., & Feiveson, P. (1938). The effect of body temperature on reaction time. American Journal of Physiology, 121(2), Kubow, B. K., Wahlstrom, K. L., & Bemis, A. E. (1999). Starting time and school life: Reflection from educators and students. Phi Beta Kappan, 80(5), May, C. P., Hasher, L., & Foong, N. (2005). Implicit memory, age, and time of day. Psychological Science, 16(2),