Morning wake-time and the time of teaching/assessment session can influence test score

Bibliographic Data

ID22232233
AuthorsKosha J Mehta (0000-0002-0716-5081, King's College London, corresponding author)
Year2025
Volume12
Issue1
Publication date2025-02-15
Open AccessYes
TypeARTICLE
VenueHumanities and Social Sciences Communications (JOURNAL)
Journal identifiersISSN: 2662-9992 • E-ISSN: 2662-9992
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1057/s41599-025-04460-4
OpenAlexW4407595255
LanguageEN
References cited32

Circadian rhythm affects cognition and learning. However, there is insufficient data on the influence of circadian rhythm on academic performance of higher education students. It is crucial to understand the association between test scores and the elements of circadian rhythm like morning wake-time, time of teaching-learning session, nap, and nap duration. This study aimed to examine whether the time of session (in which teaching was followed by a formative assessment), and morning wake-time, napping or nap duration on the assessment day differed between high and low scorers. Data showed that mean and median wake-times were 8 am ( n = 807). Wake-time of 8:30 am showed the largest proportion of high scorers (73.1% students) and wake-time of 7:30 am showed the largest proportion of low scorers (21.6% students). However, the distribution of wake-times did not significantly differ between high scorers (score > =75%) and low scorers (score

Animal science · Morning · Time of day · Wake · Computer Science · Engineering · Medicine · Sleep and related disorders · Internal Medicine

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