published in: Education, Finance and Policy, 2021, 16 (3), 516-532
Teachers often deliver the same lesson multiple times in one day. In contrast to year-to-year teaching experience, it is unclear how this teaching repetition affects student outcomes. We examine the effects of teaching repetition in a setting where students are randomly assigned to a university instructor's first, second, third or fourth lesson on the same day. We find no meaningful effects of repetition on grades, course dropout, or study effort and only suggestive evidence of positive effects on teaching evaluations. These results suggest that teaching repetition is a powerful tool to reduce teachers' preparation time without negative effects on students.
We use cookies to provide you with an optimal website experience. This includes cookies that are necessary for the operation of the site as well as cookies that are only used for anonymous statistical purposes, for comfort settings or to display personalized content. You can decide for yourself which categories you want to allow. Please note that based on your settings, you may not be able to use all of the site's functions.
Cookie settings
These necessary cookies are required to activate the core functionality of the website. An opt-out from these technologies is not available.
In order to further improve our offer and our website, we collect anonymous data for statistics and analyses. With the help of these cookies we can, for example, determine the number of visitors and the effect of certain pages on our website and optimize our content.