The Effects of Block Scheduling on Mathematics Instruction
Abstract
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 scheduling believe that the longer class periods allow students to gain a greater knowledge of the subject because more indepth learning occurs. Those who oppose block scheduling believe that too much material is omitted and time gaps between sequential courses (such as mathematics courses) affect student performance in future classes or standardized tests. It was the intention of the researcher to examine the effects of block scheduling on mathematics instruction in a Southeastern Wisconsin school district by surveying students and teachers of this district.
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