The Time for Learning
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This paper examines how, based on the studies that have been done to date regarding the best time for learning an academic subject, such as science, it is recognized that more research on the relationship between time of day and student learning is clearly needed to help each student maximize his/her potential. It looks at how the studies already completed do indicate that, rather than trying to find a consistent time of learning for all children of a certain age, it may be necessary to adapt by developing programs that meet the preferred learning time and learning style; this would include new approaches, such as nontraditional and flexible school hours, off-school web-based learning, and readjusting the student's time-of-day preferences with his/her more challenging subjects.
From the Paper:"Another study (Klein, 2001 ) looked at the hours of optimal attention in older pupils who appeared to vary in their mathematical ability. A sample of 204 fifth graders and 202 tenth graders were divided into three groups (high, average and low ability) on the basis of their mean yearly mathematics achievement scores. They were asked to report on their attention levels throughout the day. Findings showed that fifth graders' attention levels were especially high in the afternoon, and tenth graders reported increased concentration during the morning. Tenth, but not fifth graders, showed significant interaction between mathematics achievement and attention levels at various times of day."
Cite this Essay:
The Time for Learning (2004, November 28) Retrieved March 08, 2021, from https://www.academon.com/essay/the-time-for-learning-53735/
"The Time for Learning" 28 November 2004. Web. 08 March. 2021. <https://www.academon.com/essay/the-time-for-learning-53735/>