Effects of start times on academic performance: Will metacognitive learning strategy or flipped classroom approaches help sleepy young university students?

Abstract

Later class start times in high schools and middle schools has been found to be associated with various positive outcomes, from better academic performances to improved mental health. However, start times in the university context have received limited attention. Based on self-regulated learning theory, this study investigates the effect of class starting time on the academic performances of young students aging 18 to 22, as well as the strategies that can help them, in the business school of a university. We use ordinary least square (OLS) regressions to analyze data from two natural experiments and conduct a fixed-effects regression in our random controlled experiment with a flipped classroom strategy. Our results show that an earlier class start time of 8:00 a.m. negatively influences not only exam marks (of both midterm and final exams), but also self-confidence and subjective experience (i.e., level of enjoyment) during the lecture. Students with earlier class start times have a disadvantage in learning from instructors and their peers, as they find that it is more difficult to engage in interactions with them and to remain focused during the lecture. Besides, good metacognitive learning strategies can alleviate aforementioned negative impacts. Finally, we find that flipped classroom strategies can help students with early classes starting at 8:00 a.m., while a nap at noon can improve the performance of students who begin their classes at 9:00 a.m.