An Analysis of Student Perception on the Implementation of High School Block Scheduling

Abstract

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.