Abstract
This research aims to analyze the biological rhythm and academic achievement in university students studying in daytime and evening education programs. This is a descriptive research. Its sample group consists of 777 nursing students. "The form for inspection by variables", "Morningness-Eveningness questionnaire", "Biological Rhythms Interview of Assessment Scale" and "Perceived Achievement Assessment Scale", were used in data collection. 71% of the students receiving daytime education were of moderate type in terms of morningness-eveningness and they had a biological rhythm scale score of 49.30±7.27. Their achievement score was 2.51±0.47 and they assessed themselves as having moderate achievement. 69% of the students receiving evening education were of moderate type in terms of morningness-eveningness and they had a rhythm scale score of 50.26±7.68. Their academic achievement score was 2.42±0.47 and they assessed themselves as having moderate achievement. It was observed that most of the students had intermediate-type and irregular biological rhythms. Daytime education students have higher academic achievement scores than evening education students; perceived academic achievement was average in both groups. The academic success, sleep, and eating habits of evening education students are negatively affected, so education should be done during the daytime.
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