Author:

V.J. Dowson, Newcastle Preparatory School,
Newcastle-upon-Tyne. (Nov. 1999) - Yr 3 - 1999

Field of Study:

Time of day effects in school children’s immediate and delayed recall of non-verbal reasoning material.

Design:

R O O am.
R O O pm.

Groups were randomly assigned using ability matched pairs. Pupils were pretested using the N.F.E.R. Verbal Reasoning Test ‘standardised reasoning test’.

IV:

Pupils were randomly assigned to one of two groups, the a.m. or the p.m group. Both groups were given the same test; the morning group at 09:00h, the afternoon group at 15:00h. Both groups were given a test to answer containing 54 questions. All the instructions and questions were recorded onto magnetic tape to ensure that both groups received a consistent time for each question, uniform conditions and to enable the less confident readers to answer all the questions as this was not a test of reading ability but of non-verbal comprehension.

DV:

Student scores from the two questionnaires from both groups were analysed statistically. Participants: 40 pupils from two parallel form groups of a Preparatory School. There were 12 female and 28 male pupils. They had an age range of 6 years 3 months to 7 years 2 months.

Results:

 

n

x

SD

Morning

20

66.05

18.66

Afternoon

20

66.7

15.52

Effect Size

   

0.1

A matched pairs t-test was used and it showed there was no statistically significant difference of immediate recall between the 09:00h and the 15:00h group. The afternoon group showed no better immediate recall of information (t=0.18, d.f.= 38, p=0.86).

Keywords:

Time of Day, immediate, delayed, recall, information.

Research

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