A Comparative Analysis of Students' Academic Achievement Under Block and Traditional Scheduling
Author | : Patricia A. Drummond |
Publisher | : |
Total Pages | : 128 |
Release | : 2001 |
Genre | : Academic achievement |
ISBN | : |
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Author | : Patricia A. Drummond |
Publisher | : |
Total Pages | : 128 |
Release | : 2001 |
Genre | : Academic achievement |
ISBN | : |
Author | : Joseph Dwayne Ray |
Publisher | : |
Total Pages | : 86 |
Release | : 2011 |
Genre | : Arts |
ISBN | : |
The purpose of this quantitative study is to examine whether a positive difference existed in the performance of students inva modified block schedule (Flexible/Alternate/Navigate schedule) and a standard seven period day schedule in language arts and math. This study also examines middle school scheduling and discusses different scheduling models utilized in middle schools. An independent-sample t test was conducted using individual student achievement scores in language arts and math at a middle school that moved from a traditional schedule to a modified block schedule. Student achievement scores were examined for a two year period prior to the implementation of the modified block schedule and compared to student achievement scores for two years after the implementation of the schedule. A control school utilizing a seven period day for the four year period in the study was also examined. Significant positive student gains in the areas of language arts and math were discovered after the introduction of the modified block schedule in the test school. Significant positive gains were not found in the control school.
Author | : Arthur Scott Underwood |
Publisher | : |
Total Pages | : 103 |
Release | : 2014 |
Genre | : |
ISBN | : |
The focus of this research was on the effect of school schedules on student achievement for ninth-grade students in a Florida school district. Data were collected from two central Florida high schools from the 2011-2012 and 2012-2013 school years. Five one-way analyses of covariance (ANCOVA) were performed to ascertain if there was any interaction between school schedules and student achievement. Examined were the interactions (a) between schedule and schools, (b) schedule and male students, (c) schedule and female students, (d) schedule and Black students, and (e) schedule and Hispanic students. The independent variable, school schedule, consisted of two levels: traditional schedule and A/B block schedule. The dependent variable was the spring Algebra 1 End- of-Course Examination (EOC), and the covariate was the Florida Comprehensive Assessment Test (FCAT) Mathematics Eighth-grade Development Scale Score. School schedule was not significantly related to students' spring Algebra 1 EOC scores, F(1,788) p = .932. School schedule was not significantly related to male students' spring Algebra 1 EOC scores, F(1,392) p = .698. School schedule was not significantly related to female students' spring Algebra 1 EOC scores, F(1,393) p = .579. School schedule was not significantly related to Black students' spring Algebra 1 EOC scores, F(1,186) p = .545. School schedule was not significantly related to Hispanic students' spring Algebra 1 EOC scores, F (1,184) p = .700.
Author | : Alison H. Thomas |
Publisher | : |
Total Pages | : 106 |
Release | : 1997 |
Genre | : Education, Higher |
ISBN | : |
Author | : James L. Kessler |
Publisher | : |
Total Pages | : 78 |
Release | : 2003 |
Genre | : Education, Secondary |
ISBN | : |
Author | : Ronald Garth Huebert |
Publisher | : |
Total Pages | : 144 |
Release | : 1967 |
Genre | : Academic achievement |
ISBN | : |
Author | : Roger G. Johnson |
Publisher | : |
Total Pages | : 70 |
Release | : 2004 |
Genre | : Academic achievement |
ISBN | : |
Author | : Wayne A. Whitfield |
Publisher | : |
Total Pages | : 160 |
Release | : 1999 |
Genre | : Academic achievement |
ISBN | : |
Author | : United States. National Education Commission on Time and Learning |
Publisher | : Commission |
Total Pages | : 58 |
Release | : 1994 |
Genre | : Education |
ISBN | : |
Author | : Yancy J. Ford |
Publisher | : |
Total Pages | : 122 |
Release | : 2015 |
Genre | : |
ISBN | : |
Author's abstract: The purpose of this study was to examine how schools utilizing block scheduling and traditional scheduling models differ in achievement levels on the five Georgia End-ofCourse Exams (EOCT) and the Georgia High School Graduation Writing test (GHSWT) at two high schools in rural South Georgia. The researcher investigated if there is a differential benefit in terms of higher EOCT/GHSWT scores during block or traditional scheduling when considering demographic variables student gender, race, or SES. No experimentation occurred as the study relied on historical data. Both high schools were examined individually; comparing the five EOCT's and the GHSWT under the block schedule during the 2011-2012 school with the same exams under the 7-period traditional schedule during the 2012-2013 and 2013-2014 school terms. The design comparison for this quasi-experimental study was a 2-group non-random selection design comparing each school to itself rather to each other. Each school is very different in terms of student demographics; therefore the examination with each school is imperative. This study used quantitative statistics so that clear concrete data is used to show evidence to which schedule students performed best on from a standardized assessment view. In addition, descriptive statistics was used including means and standard deviations. A multi-way ANOVA with 6 factors (schedule, sex, race, SES, classification, and school year) was used to determine if a significant difference existed between the students instructed on a 4 x 4 block schedule and students instructed on a seven-period day traditional schedule. The multi-way ANOVA allowed for testing of interactions among predictors. The interactions helped show if any specific sub-groups benefited more operating under one scheduling model than another. After an in-depth study and analysis of a Test score comparison between block and traditional scheduling of two schools and twelve subject areas, the results indicated a significant difference in mean scores by school year in two of the twelve subjects. Writing scores at School 1 were significantly different indicating the change from block to a traditional schedule was a positive move, and Biology scores at School 2 were significantly different indicating the change from block to a traditional schedule was a positive move. However, at both schools in all twelve areas, the overall mean test score slightly increased each year indicating the possibility the move from block scheduling to a more traditional scheduling model could be positive given more time.