Few studies have examined the empirical question of whether student learning is affected by the frequency of class meetings even though scheduling is a highly relevant issue for the curriculum and teaching. This study explores this issue. Specifically, will students perform better in a class that meets three-days-a-week versus a class that meets for the same amount of time but just two-days-a-week? What kind of setting provides the better learning environment? It was assumed that students today have shorter attention spans and therefore it was hypothesized that a three-days-a-week schedule would facilitate learning by providing students with blocks of information in shorter segments. Students would have the opportunity to review unclear material, reread the book, or ask for additional help before new material is covered. The model regressed students' performance (dependent variable) as a function of the frequency of class schedules (independent variable) along with three controlling attributes: grade point average, age, and gender. The findings indicated that students did not perform better in a class that met three-days-a-week versus a class that met for the same amount of time but just two-days-a-week
