Morning wake-time and the time of teaching/assessment session can influence test score

Abstract Circadian rhythm affects cognition and learning. However, there is insufficient data on the influence of circadian rhythm on academic performance of higher education students. It is crucial to understand the association between test scores and the elements of circadian rhythm like morning wake-time, time of teaching-learning session, nap, and nap duration. This study aimed to examine whether the time of session (in which teaching was followed by a formative assessment), and morning wake-time, napping or nap duration on the assessment day differed between high and low scorers. Data showed that mean and median wake-times were 8 am ( n = 807). Wake-time of 8:30 am showed the largest proportion of high scorers (73.1% students) and wake-time of 7:30 am showed the largest proportion of low scorers (21.6% students). However, the distribution of wake-times did not significantly differ between high scorers (score > =75%) and low scorers (score < =25%) and waking up before the most frequently reported wake-times did not increase the odds of scoring high. Regarding time of session, the largest proportion of high scorers were from session timeslot 9 am to 11 am (69.2% students), while the smallest proportion (44.2%) of high scorers were from session timeslot 3 pm till late. Session time of before or at 11 am and before or at 2 pm significantly increased the odds of high score compared to a session after these times (OR:1.7, CI:1.1–2.4 & OR:3.4, CI:2.4–4.8, respectively). Session after 2 pm associated with increased odds (OR:1.69, CI:1.0–2.6) and relative risk (RR:1.5, CI:1.07–2.2) of low scores. A 20-minute-nap on assessment day associated with increased odds of high score, compared to napping for longer (OR:2.5, CI:1.0–6.3). Such valuable information can i) make students aware of the times of day that promote optimal learning/performance, and ii) greatly aid the academics in structuring students’ timetable, and thereby help promote optimal learning.