The distribution and utilization of class time: How long should class be, and should students even attend?

Previous research has examined a number of factors affecting student learning and academic performance, including attendance, prior GPA, and college entrance exam scores. This study seeks to expand the literature utilizing a data set for introductory macroeconomics classes at a public liberal arts college. The study introduces an important new variable to determine the role of class scheduling on student performance: the distribution of class time per week. Linear regression models yield anticipated directional results, with six of nine selected variables yielding statistically significant results and 57.3% of the variation in exam scores explained by the selected variables.