4/4 Block Scheduling vs. Traditional Scheduling: The Effects on Academic Achievement of High School Science Students
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This study compares the academic achievement of chemistry students who have studied in either a block schedule or a traditional classroom schedule. One class followed the traditional schedule of 45 minute periods for 180 days while the other class used a modified block schedule of 90 minutes a day for 90 days. Methodology included two classes of Sophomore students in a quasi-experimental pretest-posttest nonequivalent group design. T -tests were used to determine the differences in mean scores. Data analyzed included grades from pre-test (final Freshmen biology exam), quizzes, chapter tests, and post-test (final Sophomore chemistry exam). In all academic areas tested, the performance of students in the block class did not show a significant difference from those students taking chemistry in a traditional setting. Most of the literature indicates that block scheduling should increase the academic achievement of students. The results of this study indicate that uninterrupted classroom time (block scheduling) did not increase the academic achievement of chemistry students over interrupted classroom time (traditional scheduling).
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Venne, Robert (2017)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 ...
Sesser, Kathryn (2002)In 1995, the focus school district in southeastern Wisconsin began the implementation of the 4x4 block schedule at two comprehensive high schools. Block scheduling is a method of scheduling which allows for longer class ...
Schend, Jamie (1999)Block scheduling has been introduced in several high schools across the nation. It provides for longer class periods over a fewer number of days, allowing students to enroll in more courses per year. Advocates of block ...