Horarios de clase y desempeño estudiantil : evidencia cuasiexperimental de la práctica distribuida
¿Do class schedules affect student performance? Appealing to the Distributed Practice Effect (DPE), learning and memory are expected to improve when moving from massive study sessions to sessions distributed over time. Using data from Universidad Tecnológica de Bolívar (UTB) in Cartagena, Colombia,...
- Autores:
-
Díaz-Canedo, Luis C.
- Tipo de recurso:
- Fecha de publicación:
- 2021
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/50889
- Acceso en línea:
- http://hdl.handle.net/1992/50889
- Palabra clave:
- Jornada escolar
Rendimiento académico
Estrategias de aprendizaje
Economía
- Rights
- openAccess
- License
- http://creativecommons.org/licenses/by-nc-nd/4.0/
| Summary: | ¿Do class schedules affect student performance? Appealing to the Distributed Practice Effect (DPE), learning and memory are expected to improve when moving from massive study sessions to sessions distributed over time. Using data from Universidad Tecnológica de Bolívar (UTB) in Cartagena, Colombia, I estimate an event study model to identify if the grades obtained by students improved after a policy of change in the schemes with which the classes were taught between 2015 and 2018. Results suggest that distributing study sessions is not an effective mechanism to improve the average performance of students, which in terms of educational policy leads to rethinking its use in classrooms or applied settings. |
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