An Analysis of Student Perception on the Implementation of High School Block Scheduling
Show FileMIME type:application/pdfFile Size:381.5 Kb
Thesis -- Venne PDF.pdf
MetadataShow full item record
This study analyzed high school student perceptions of block scheduling withing the first year of implementation. Previous investigations have been conducted on student perceptions and academic success relating to different scheduling formats, revealing mixed results. This study correlated ranked perceptions of students based on survey responses using a Likert scale to student's written responses, providing further insight into overall student perception of block scheduling. The overall trend of student perception towards block scheduling indicated the perception of more homework and studying assigned to students, increased stress, lack of preparedness for assessments, and feeling more challenged in class. The analysis of data by t-tests indicated student perceptions to be significantly different when comparing the groups by grade point average and gender; however, the analysis did not prove significantly different when comparing class year in school. Overall, Student perception towards the transition to block scheduling was viewed as a negative change. Further analysis of the data revealed that students with a lower GPA and male students generally felt less negative perceptions towards block scheduling than student with a higher GPA and female students.
Showing items related by title, author, creator and subject.
Comparing Perceptions of Technology Between Teachers at 1:1 Technology Schools and Teachers at Non-1:1 Technology Schools Frankson, Erin M. (2018)Many schools across the country are incorporating technology into their curriculum through 1:1 device programs. These programs, which pair each student with a personal laptop, tablet, iPad, or other device, are becoming ...
Patterns in Bachelor’s Degree Completion among First-Generation Students from Urban, Public K-12 School Districts Espinosa, Carrie L. (2017)This quantitative research study investigated the relationship between the characteristics and experiences of first-generation students from urban, public K-12 school districts and whether they remain on track for completion ...
The Effects of School Year Length on Fourth Grade Standardized Test Scores in Year-Round Schools and Traditional Schools Jordan, Anthony (2015)This research study was designed to determine if there are academic benefits in attending a school with a year-round calendar compared to a traditional school calendar. This research analysis compared the standardized ...