Document Type

Thesis - University Access Only

Award Date

2000

Degree Name

Master of Science (MS)

Department / School

Communication Studies and Theatre

Abstract

This study focused on the relationship between students' time of day preferences and academic success. Dunn and Dunn's learning style model and Productivity Environmental Preference Survey were used in this study. The PEPS, a time of day questionnaire, and mid-term exam scores provided a basis for analysis. The study elicited results that provided explanations to whether students know their own time of day preferences and whether students will score higher (or lower) if they are instructed (or not instructed) at their preferred time of day. The research established a significant relationship between students' time of day preferences and academic success.

Library of Congress Subject Headings

Circadian rhythms
Learning, Psychology of
Academic achievement

Format

application/pdf

Number of Pages

86

Publisher

South Dakota State University

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