School performance: influence of school schedule type and some relevant social variables

Abstract

This study examines the influence of school schedule type on children’s academic performance. The investigation seeks to provide data on a topic of current concern in the school community, for which no experimental approaches have been found in our autonomous region. Six schools were studied, three with split schedules and three with continuous schedules, and the preliminary results seem to indicate that schedule type does not significantly affect performance. On the other hand, and in line with other research, socio-cultural factors were found to influence academic achievement.