Student morningness-eveningness type and performance: does class timing matter?

Circadian rhythms have often been linked to people’s performance outcomes, although this link has not been examined within the context of University students. We therefore sought to test whether students’ perceptions of their morning-evening (ME) type had an influence on their performance on modules. We tested this hypothesis using students from a number of modules at two UK Universities. Results indicated that, contrary to our hypothesis, the further the discrepancy between a student’s ME type and the teaching time of the class, the better the student’s performance. These results have implications for teaching as student ME type could be taken into account for timetabling especially if modules need to be taught multiple times. We also provide implications for those seeking to measure ME, as our results are consistent with a 5-item ME scale, a 3-item ME scale, and a single-item ME scale.