Block Scheduling and Its Effect on Mathematics Achievement of High School Students
Author | : Lisa Minori-Senehi |
Publisher | : |
Total Pages | : 46 |
Release | : 1998 |
Genre | : Block scheduling (Education) |
ISBN | : |
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Author | : Lisa Minori-Senehi |
Publisher | : |
Total Pages | : 46 |
Release | : 1998 |
Genre | : Block scheduling (Education) |
ISBN | : |
Author | : Lora P. Ray |
Publisher | : |
Total Pages | : 98 |
Release | : 1997 |
Genre | : Academic achievement |
ISBN | : |
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 | : Jennifer J. Shatrau |
Publisher | : |
Total Pages | : 50 |
Release | : 2000 |
Genre | : Academic achievement |
ISBN | : |
Author | : Glenn R. Walker |
Publisher | : |
Total Pages | : 200 |
Release | : 2000 |
Genre | : Block scheduling (Education) |
ISBN | : |
Author | : Todd Walker |
Publisher | : |
Total Pages | : 33 |
Release | : 2015 |
Genre | : Academic achievement |
ISBN | : |
The academic achievement of high school students in the United States has remained behind in science and mathematics compared to other industrialized nations. Block scheduling is a reform movement that may increase proficiency rates of high school students in the areas of science and mathematics and increase overall high school graduation rates. This study presents the effects of 4X4 block scheduling on student achievement and continuous enrollment rates. The researcher used archival test data to determine whether a significant difference existed in the California State Standards Test (CST) scores in life science between sophomore students who attended high school on a 4X4 block schedule and those who attended high school on a traditional schedule. The results of an independent t-test suggests that sophomore students who attended high school on a traditional schedule performed significantly higher than sophomore students who attended a high school on a 4X4 block schedule. This researcher also used archival data to determine whether a significant difference existed in continuous enrollment rates between students who attended a high school on a 4X4 block schedule and those who attended a high school on a traditional schedule. The results of the Pearson chi-square suggests that students who began high school on a 4X4 block schedule were more likely to stay until they graduated than students who began high school on a traditional schedule.
Author | : United States. National Education Commission on Time and Learning |
Publisher | : Commission |
Total Pages | : 58 |
Release | : 1994 |
Genre | : Education |
ISBN | : |
Author | : Kelly Daly-Yee |
Publisher | : |
Total Pages | : 218 |
Release | : 2004 |
Genre | : Block scheduling (Education) |
ISBN | : |
The purpose of this study was to compare achievement from students who received math instruction in an alternate-day block period, with those on a traditional daily period schedule. The subjects consisted of approximately 3,100 students in 143 math classes from a large suburban high school. Six quantitative math achievement measures from the spring of 2003 were gathered as evaluative instruments. Comparisons were analyzed using ANOVA, t-tests, and Pearson's chi-square test. Pearson's r was performed on correlational data. All alpha levels were .05. The null hypothesis was not supported. There were statistically significant relationships between math achievement and schedule type. The results of the study show that students in a daily format math course consistently outperform students in alternate-day block courses.
Author | : Don C. Adams |
Publisher | : R & L Education |
Total Pages | : 220 |
Release | : 1997 |
Genre | : Education |
ISBN | : |
Adams and Salvaterra show how block scheduling can help teachers become more creative in instructional strategies and find higher satisfaction on the job. Students' grades improve, they can complete more courses and administrators and faculty can become more student-centered, discussion-oriented, and focused on complex academic tasks. Staff development and continual training throughout the change process are keys to implementing successful changes. Block Scheduling will help each school find its own pathway to success.