In terms of chronotype, and academic achievement: Can an evening education program be an alternative?

This research aims to analyze the biological rhythm and academic achievement in university students studying in daytime and evening education programs. This is a descriptive research. Its sample group consists of 777 nursing students. "The form for inspection by variables", "Morningness-Eveningness questionnaire", "Biological Rhythms Interview of Assessment Scale" and "Perceived Achievement Assessment Scale", were used in data collection. 71% of the students receiving daytime education were of moderate type in terms of morningness-eveningness and they had a biological rhythm scale score of 49.30±7.27. Their achievement score was 2.51±0.47 and they assessed themselves as having moderate achievement. 69% of the students receiving evening education were of moderate type in terms of morningness-eveningness and they had a rhythm scale score of 50.26±7.68. Their academic achievement score was 2.42±0.47 and they assessed themselves as having moderate achievement. It was observed that most of the students had intermediate-type and irregular biological rhythms. Daytime education students have higher academic achievement scores than evening education students; perceived academic achievement was average in both groups. The academic success, sleep, and eating habits of evening education students are negatively affected, so education should be done during the daytime.