Macroscheduling vs. Traditional Scheduling: The Effects on Achievement and Attitude in the Biology Classroom

Abstract

Science is an essential part of each students education, yet students at both the high school and ·college level are avoiding science classes, or are · taking the minimum required for graduation. Changes are needed to increase students achievement and attitude toward school in general, and science specifically. One form of change is to alter the daily schedule. One form of alternate schedule is known as the block schedule, in which classes last from 90 to 226 minutes instead of the traditional 50 minutes. A form of block scheduling was adopted by a high school in Illinois. Termed Freshman Studies (F.S.), the program was piloted with freshman in their four core courses, English, Mathematics, Biology, and History. Two of the four courses were taken each for semester for a 102 minute period. The same material covered in one year following the traditional schedule was completed in one semester following the F.S. schedule. This study looks at the effect of the F.S. program on the achievement and attitude of the students in the Biology class. Data was collected from the students in F.S. Biology and from the students in traditional Biology. Data on the students overall achievement in school w.as also collected to determine if the F.S. program had an effect on achievement. Surveys were conducted to measure students attitudes toward science and school.. The literature indicates that the block scheduling concept should improve · the achievement and attitude of the students toward school. The results of this study indicate that there is no significant difference in the achievement and attitude of the students toward school in general and science specifically.