Examining the effects of scheduled course time on mathematics achievement in high school students.

This study was designed to determine the effects of two different schedule types on mathematics achievement in public high school students. The instruments used included the Texas Assessment of Knowledge and Skills, given annually to all students in grades 3 through 11, the Texas Algebra I end-of-course examination, given as a district option to Algebra I students, and student final course grades as determined by classroom teachers. The study compared students' performance in these three areas during the 2004-2005 academic year in one suburban school district in North Texas. The study considers the type of schedule, either traditional or 8-block, between students in teachers' classes who teach the same course on both schedules concurrently. This study also investigates a qualitative aspect by including a short opinion survey of teachers' perceptions regarding student academic performance, teacher satisfaction and retention, and the ability to accomplish curricular goals. Findings from this research suggest course schedule does not have significant effects on student academic performance as measured using analyses of covariance comparisons with a 0.05 alpha-level, leading to the conclusion that a particular course schedule does not adversely impact student performance on academic measures. However, in some comparisons conducted within the course of the research, statistically significant results emerged. Qualitative data generated from a survey of teacher perceptions regarding the benefits of the two scheduling types, traditional 50-minute verses alternating day 8-block, suggested teachers preferred a traditional schedule over that of a block schedule design. Most teachers who responded to the survey instrument expressed the perception that traditional daily meeting classes allowed their students to be more successful. Additional research into the effects of scheduling types on students academic performance are suggested and would include examining larger population samples, a narrower study of specific courses within the field of mathematics, or an expansion of the content areas explored to fields such as science, languages, or non-academic core subjects, including the fine arts.

Grantor dc:publisher

University of North Texas

Year dc:date

2007

Author dc:creator

• Mallory, Kelli D.

Contributors dc:contributor

• Harrell, Pamela
• Huffman, Jane B.
• Laney, James

• schedule
• teacher perceptions
• mathematics
• achievement
• curricular goals
• Mathematics -- Study and teaching (Secondary)
• Schedules, School.
• Block scheduling (Education)

Statement dc:rights

• Public
• Copyright
• Mallory, Kelli D.
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 180187470
https://digital.library.unt.edu/ark:/67531/metadc3644/
ark: ark:/67531/metadc3644

OAI identifier oai:identifier

info:ark/67531/metadc3644