This enquiry is going to explore the relationship between the time of day that a lesson falls and pupil achievement in that particular lesson. The reason this topic was selected was twofold:
Firstly, it was realised that there is actually very little literature or research available concerning how time of day impacts upon learning. Furthermore, what is available is often not focussed on a school environment but perhaps on an office or university environment.
Secondly, the group agreed that they each had classes whose behaviour changed dramatically depending on what time of day they were in the classroom. The group considered whether any correlation could be drawn between particularly effective lessons (where a good amount and quality of learning took place) and time of day.
The aims of this Enquiry are to:
- Establish whether a relationship exists between how well a pupil achieves in a given lesson and what time of day that lesson takes place.
- And, if a relationship can be seen to exist, try and identify a pattern or common thread that might highlight when a class is most likely to achieve best in school.
The twofold aim came about as the group were confident (but ultimately not certain) that a pattern would be identified between time of day and achievement in the classroom. Research conducted by Broadbent et al (1989) indicated that not only did time of day have a great impact on productivity, but it was the norm for mornings to be the most productive time of day. However, due to our lack of complete certainty it was important that we first establish whether or not there was a relationship between time of day and achievement before we started to investigate a pattern.