Research Of Scheduling Impact On Student Academic Performance
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| Author | : Chanyn J. Dorn |
| Publisher | : |
| Total Pages | : 38 |
| Release | : 2015 |
| Genre | : Academic achievement |
| ISBN | : |
The purpose of this study was to identify the academic performance of students based on their current schedule. The study sought to find out what types of schedules are currently in use, the current state data available for school with different schedules, and what teachers and staff see as major benefits and challenges of schedules available. This research was conducted through the use of the Wisconsin Department of Public Instruction's District and School Report Cards website and an online survey tool. In total, 52 teachers, instructional support specialists, and principles from two different schools were sent an email invitation and explanation to participate in the survey. The survey consisted of both closed and open-ended questions. These questions sought to determine teaching experience and whether a teacher taught in block schedule, traditional schedule, or both. It also sought out the opinions on the advantages and disadvantages of the block and traditional schedule. Results of this research indicate that there is very little difference in academic achievement in the modified block and traditional schedule, although both schools used were both academically below the state average scores in reading and mathematics. The participants surveyed indicated to the advantages of the block schedule include smaller class sizes, longer periods to complete lab exercises, an increase in homework completion and turn in ratio, and a feeling a being more prepared for the lessons because fewer classes need to be prepared for. Some of the disadvantages include planning for double the amount of material for each class on a daily basis and the amount information that is covered in a short span of time. The participants surveyed indicated the advantages of the traditional schedule included offering a wider range of class options and the classes are then being taught year long, which allows for more content contact before the various state testing. The survey responses also indicated that some educators felt a traditional schedule led to larger class sizes and teachers preparing for multiple classes every day. This project did not uncover enough evidence to recommend one schedule over the other.
| Author | : Susan Milder |
| Publisher | : |
| Total Pages | : 52 |
| Release | : 2012 |
| Genre | : Academic achievement |
| ISBN | : |
A good deal of research has been conducted on the effect that block scheduling has on student engagement and student academic success. As one of the teachers selected to teach the block format class, the researcher was interested in learning whether the block class was indeed serving its purpose of increasing the number of students that passed Algebra A. The studies reviewed and the need to determine the academic outcome of the block classes, helped lead to the main research question: Is there a relationship between block scheduling and academic achievement in lower level math students at Case High School? The researcher hypothesized that there is a positive relationship between passing rate and the block schedule.
| Author | : United States. National Education Commission on Time and Learning |
| Publisher | : Commission |
| Total Pages | : 58 |
| Release | : 1994 |
| Genre | : Education |
| ISBN | : |
| Author | : Smooth (Poet) |
| Publisher | : |
| Total Pages | : 157 |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
The purpose of this study was to determine the impact block scheduling has on (a) student academic achievement, discipline, and attendance, and (b) administrator, teacher, and student perceptions. The study compared 2005-2010 data from a high school utilizing the A/B block schedule and a high school under a traditional schedule, in one suburban school district. The study used mixed methods. The quantitative data described, analyzed, and interpreted reading and math FCAT [Florida Comprehensive Achievement Test] scores, attendance rates, and discipline referrals from 2005-2010. A total of seven repeated ANOVAs were conducted to analyze the difference between the two schedule designs with respect to two achievement indicators; reading and math FCAT scores. The qualitative data offered a voice to administrators, teachers, and students, and was gathered through individual face-to-face, email, or phone interviews. The quantitative findings for the study yielded the following conclusions: (1) students experienced higher FCAT reading scores on the A/B block schedule than the traditional schedule; (2) students experienced higher FCAT math scores under the traditional schedule than the A/B block schedule; (3) attendance rates decreased for students under the A/B block schedule and increased for students under the traditional schedule; and (4) discipline referrals decreased at a higher rate for students under the traditional schedule than students under the A/B block schedule. The administrator, teacher, and student perceptions contributed to the following qualitative findings for the study: (1) block scheduling fosters extended learning sessions when properly planned; (2) with fewer transitions discipline issues decreased; (3) attendance was not affected by the block schedule; (4) block schedule allows for the implementation of various instructional strategies; and (5) transitioning from a traditional to a block schedule was thought to be difficult at first, but attainable, and would alleviate any feelings of being rushed. Four appendixes present: (1) Florida High School Report Card; (2) Interview Questions; (3) Participant Consent Form; and (4) Parental Permission Form. (Contains 22 tables.).
| Author | : Russell B Holloman |
| Publisher | : |
| Total Pages | : 187 |
| Release | : 2019 |
| Genre | : |
| ISBN | : |
School systems have continued to search for ways to increase student achievement by adjusting pacing and course alignment but have continued to find limitations due to scheduling. A multitude of schedules shift the school day to improve performance and increase test scores and address instructional issues. In North Carolina, this restructuring has most commonly been accomplished through the use of the 4x4 block schedule and the traditional day schedule. Although schedules have been manipulated in a variety of ways to increase student achievement, there has been limited overall improvement, especially as it relates to at-risk students. The primary objective of this descriptive and evaluative study is to analyze the data from a previously implemented pilot scheduling program to determine the degree to which modified scheduling could impact the academic performance of students who have been identified as at risk during their ninth and tenth-grade year. This study analyzed the data related to the use of a year-long, looped course sequence and improved student academic performance in mathematics and English courses while also improving on-track performance for identified at-risk students as compared to their 4x4 block scheduled peers. The purpose of this study is to analyze the data related to this pilot program in order to discover if the modified scheduling block with looping had any measurable impact on the academic performance of the cohort. A secondary purpose of the study is to use student performance data from the same cohorts to determine if the impact of year-long, looped course sequence had an impact on student retention and dropout rates. Finally, it is the intention of this researcher to provide the results of the study to assist other practitioners in the development and implementation of modified scheduling with looping for at-risk students. Data collected will be used to evaluate if a year-long, looped course sequence with at-risk students resulted in any significant academic gains. Data sources will include the student achievement records of approximately forty at-risk first-year ninth grade students who were part of the pilot course sequence grouped into the year-long, looped mathematics and English courses for the 2016-2017 school year.
| Author | : Kelly Dickson |
| Publisher | : |
| Total Pages | : 30 |
| Release | : 2010 |
| Genre | : Block scheduling (Education) |
| ISBN | : 9781907345029 |
| Author | : Gongshu Zhang |
| Publisher | : |
| Total Pages | : 300 |
| Release | : 2003 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Cheryl A. Thomas |
| Publisher | : |
| Total Pages | : 214 |
| Release | : 1998 |
| Genre | : Block scheduling (Education) |
| ISBN | : |
| Author | : Mark Daniel DiRocco |
| Publisher | : |
| Total Pages | : 278 |
| Release | : 1997 |
| Genre | : Block scheduling (Education) |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : |
| Release | : 2000 |
| Genre | : |
| ISBN | : |
The primary purpose of this study was to determine the impact of block scheduling on VoCATS scores of Agricultural Education students in North Carolina. The research objectives of this study were to determine if block scheduling affects student performance on VoCATS assessments and to determine if there is a relationship between size of school and level of achievement of students on block scheduling. Data were collected using the survey method. Surveys were mailed to VoCATS coordinators of identified schools. The data were collected during the late summer of 1999. The use of block scheduling is prevalent in high schools in North Carolina. According to analysis of data, overall block scheduling does not have a significant affect on student achievement, however there were areas of significant differences noted. School size as an interaction with schedule type does not affect student achievement, however data analysis of schedule type reveled that it was significant in the interaction between schedule and school size of Horticulture I mastery scores. More research to determine effects of block scheduling other than just student achievement was recommended.
