Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/207500 
Year of Publication: 
2019
Series/Report no.: 
IZA Discussion Papers No. 12676
Publisher: 
Institute of Labor Economics (IZA), Bonn
Abstract: 
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.
Subjects: 
higher education
teaching repetition
teacher experience
JEL: 
I21
I23
Document Type: 
Working Paper

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