{"id":66357,"date":"2022-12-13T23:22:40","date_gmt":"2022-12-14T04:22:40","guid":{"rendered":"https:\/\/world.edu\/?p=66357"},"modified":"2022-12-13T23:22:40","modified_gmt":"2022-12-14T04:22:40","slug":"how-does-the-schedule-affect-student-performance","status":"publish","type":"post","link":"https:\/\/world.edu\/how-does-the-schedule-affect-student-performance\/","title":{"rendered":"How does the schedule affect student performance?"},"content":{"rendered":"

\"\"<\/span><\/a><\/p>\n

Since the decision<\/span><\/a>\u00a0to concentrate all teaching-learning sessions in the first half of the day (before lunch) in the Canary Islands\u00a0at the beginning of the 1990s , the so-called continuous school day has been extended to the vast majority of communities.\u00a0Spanish autonomous.\u00a0The split school day, with learning sessions before and after a lunch break, dwindles each year.<\/span><\/p>\n

Some of the arguments used by the defenders of the first is that it reduces student fatigue and favors attention and academic performance.\u00a0Now, what does the research say about the impact of the continuous and split school day on students?<\/span><\/p>\n

Studies and limitations<\/strong><\/h4>\n

To begin with, it should be emphasized that the studies that have been carried out to date to determine which type of day favors academic performance to a greater extent are scarce and present a series of methodological limitations that make it difficult to obtain a conclusive answer.<\/span><\/p>\n

For example, it is not always possible to isolate the effect of the type of day from that of\u00a0<\/span>other variables<\/span><\/a>\u00a0, such as the type of school or the characteristics of the student body.\u00a0With this in mind, the\u00a0<\/span>results available<\/span><\/a>\u00a0in Spain do not point to a superiority of the continuous school day over the split school day and rather suggest that the split shift promotes academic performance to a greater extent.<\/p>\n

Attentional cycles<\/strong><\/h4>\n

In contrast to the above, there are abundant studies on how the attentional cycles of schoolchildren are distributed throughout the school day.<\/span><\/p>\n

To answer this question, attention is measured at different times of the day with, for example, visual discrimination tasks, in which students have to locate specific letters, numbers or symbols within a string in a limited time.<\/span><\/p>\n

By stages, the results show that:<\/span><\/p>\n

    \n
  1. In\u00a0<\/span>kindergarten students<\/span><\/strong>\u00a0there is an increase in attention in the morning that decreases in the afternoon.<\/span><\/li>\n
  2. In\u00a0<\/span>primary school students<\/span><\/strong>\u00a0, the peak of greatest attention begins to move to the afternoon.<\/span><\/li>\n
  3. And in students in\u00a0<\/span>the upper stages of primary school,<\/span><\/strong>\u00a0the highest levels of attention shift clearly towards the afternoon, while they remain especially low during the first hours of the morning.<\/span><\/li>\n<\/ol>\n

    In general terms, it could be said that students experience an attentional peak until midmorning and another more or less pronounced throughout the afternoon.\u00a0Precisely for this reason, the split school day, which is divided into two school periods (one in the morning and the other in the afternoon), is better adapted to the attention curve of schoolchildren than the continuous day.<\/span><\/p>\n

    Adolescents: a special case<\/strong><\/h4>\n

    The case of adolescents deserves special consideration.\u00a0On the one hand, it should be emphasized that in the secondary stage of the Spanish educational system the continuous school day predominates.<\/span><\/p>\n

    Added to this is the fact that the\u00a0<\/span>average number of<\/span><\/a>\u00a0class hours that adolescents spend in the classroom in Spain is significantly higher than the OECD average, an issue that is not reflected in external assessment tests, such as PISA.<\/span><\/p>\n

    The result is that adolescents start the day very early in the morning to cover all the stipulated daily learning sessions.<\/span><\/p>\n

    Change in sleep patterns<\/strong><\/h4>\n

    However, there is strong evidence that this population is characterized by different\u00a0<\/span>sleep patterns<\/span><\/a>\u00a0than the preadolescent or adult population.\u00a0Specifically, young people of these ages are more active and alert as night approaches;\u00a0they are inclined to delay going to bed and experience, as a consequence, a clear sleepiness in the early hours of the morning.<\/span><\/p>\n

    What is the result of this disconnect between school hours and adolescent sleep cycles?\u00a0That they receive a good part of the classes in a clear state of torpor;\u00a0by the way, often confused with a climate of concentration heightened by the silence that prevails in the classroom in the early hours of the morning.<\/span><\/p>\n

    In fact,\u00a0<\/span>numerous studies<\/span><\/a>\u00a0have highlighted how starting the school day first thing in the morning translates, for practical purposes, into sleep deprivation at these ages.\u00a0And this has\u00a0<\/span>undesirable consequences<\/span><\/a>\u00a0, such as the appearance of behavioral problems, inattention, lower academic performance or a greater number of accidents or injuries.<\/span><\/p>\n

    Start later<\/strong><\/h4>\n

    A solution raised on numerous occasions by the scientific community is to modify the start time of the school day.<\/span><\/p>\n

    Decision-making in educational matters is complex and always involves multiple factors.\u00a0Although more research is still needed in this field, it would be highly recommendable to take into account the available evidence on the distribution of learning sessions throughout the day and its relationship with the academic performance and well-being of schoolchildren.<\/span><\/p>\n

    Author Bio:<\/strong> Martha Ferrero Gonzalez is Professor, researcher and vice dean of research and transfer at the Faculty of Teacher Training and Education at Autonomous University of Madrid<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

    Since the decision\u00a0to concentrate all teaching-learning sessions in the first half of the day (before lunch) in the Canary Islands\u00a0at the beginning of the 1990s , the so-called continuous school day has been extended to the vast majority of communities.\u00a0Spanish autonomous.\u00a0The split school day, with learning sessions before and after a lunch break, dwindles each […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[434193],"coauthors":[11733],"class_list":["post-66357","post","type-post","status-publish","format-standard","hentry","category-education","tag-teaching-learning-sessions"],"acf":[],"yoast_head":"\nHow does the schedule affect student performance? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/how-does-the-schedule-affect-student-performance\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"How does the schedule affect student performance? 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