Abstract: In this
article, we examine student achievement in College Geometry based upon the time
of day of the class offering. In order to keep the possible confounding
variables to a minimum, the study utilizes multiple class sections taught by the
same instructor over a four-year period. This study supports and expands the
results of recently published articles concerning the phenomenon of circadian
rhythms in college level achievement. Using an ex-post facto design and a
Mann-Whitney U test, the study shows that, based upon the time of day of the
course offering, there is no significant statistical relationship between the
medians of the scores
Keywords and phrases: student achievement, circadian rhythms, course scheduling.
