A Comparative Study Between Traditional And Block Scheduling Effects On The Achievement Of Eight Grade Students At A South Texas Middle School PDF Download

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A Comparative Study of the Effect of Block Scheduling and Traditional Scheduling on Student Achievement for the Florida Algebra 1 End-of-Course Examination

A Comparative Study of the Effect of Block Scheduling and Traditional Scheduling on Student Achievement for the Florida Algebra 1 End-of-Course Examination
Author: Arthur Scott Underwood
Publisher:
Total Pages: 103
Release: 2014
Genre:
ISBN:

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The focus of this research was on the effect of school schedules on student achievement for ninth-grade students in a Florida school district. Data were collected from two central Florida high schools from the 2011-2012 and 2012-2013 school years. Five one-way analyses of covariance (ANCOVA) were performed to ascertain if there was any interaction between school schedules and student achievement. Examined were the interactions (a) between schedule and schools, (b) schedule and male students, (c) schedule and female students, (d) schedule and Black students, and (e) schedule and Hispanic students. The independent variable, school schedule, consisted of two levels: traditional schedule and A/B block schedule. The dependent variable was the spring Algebra 1 End- of-Course Examination (EOC), and the covariate was the Florida Comprehensive Assessment Test (FCAT) Mathematics Eighth-grade Development Scale Score. School schedule was not significantly related to students' spring Algebra 1 EOC scores, F(1,788) p = .932. School schedule was not significantly related to male students' spring Algebra 1 EOC scores, F(1,392) p = .698. School schedule was not significantly related to female students' spring Algebra 1 EOC scores, F(1,393) p = .579. School schedule was not significantly related to Black students' spring Algebra 1 EOC scores, F(1,186) p = .545. School schedule was not significantly related to Hispanic students' spring Algebra 1 EOC scores, F (1,184) p = .700.


The Impact of Block Scheduling on Student Achievement, Attendance, and Discipline at the High School Level

The Impact of Block Scheduling on Student Achievement, Attendance, and Discipline at the High School Level
Author: Smooth (Poet)
Publisher:
Total Pages: 157
Release: 2011
Genre:
ISBN:

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The purpose of this study was to determine the impact block scheduling has on (a) student academic achievement, discipline, and attendance, and (b) administrator, teacher, and student perceptions. The study compared 2005-2010 data from a high school utilizing the A/B block schedule and a high school under a traditional schedule, in one suburban school district. The study used mixed methods. The quantitative data described, analyzed, and interpreted reading and math FCAT [Florida Comprehensive Achievement Test] scores, attendance rates, and discipline referrals from 2005-2010. A total of seven repeated ANOVAs were conducted to analyze the difference between the two schedule designs with respect to two achievement indicators; reading and math FCAT scores. The qualitative data offered a voice to administrators, teachers, and students, and was gathered through individual face-to-face, email, or phone interviews. The quantitative findings for the study yielded the following conclusions: (1) students experienced higher FCAT reading scores on the A/B block schedule than the traditional schedule; (2) students experienced higher FCAT math scores under the traditional schedule than the A/B block schedule; (3) attendance rates decreased for students under the A/B block schedule and increased for students under the traditional schedule; and (4) discipline referrals decreased at a higher rate for students under the traditional schedule than students under the A/B block schedule. The administrator, teacher, and student perceptions contributed to the following qualitative findings for the study: (1) block scheduling fosters extended learning sessions when properly planned; (2) with fewer transitions discipline issues decreased; (3) attendance was not affected by the block schedule; (4) block schedule allows for the implementation of various instructional strategies; and (5) transitioning from a traditional to a block schedule was thought to be difficult at first, but attainable, and would alleviate any feelings of being rushed. Four appendixes present: (1) Florida High School Report Card; (2) Interview Questions; (3) Participant Consent Form; and (4) Parental Permission Form. (Contains 22 tables.).


The Relationship of Block Scheduling and Sixth Grade Achievement in Reading and Mathematics

The Relationship of Block Scheduling and Sixth Grade Achievement in Reading and Mathematics
Author: Kim Irene Mattox
Publisher:
Total Pages: 222
Release: 2001
Genre: Block scheduling (Education)
ISBN:

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ABSTRACT: The researcher conducted an ex post facto study using archival test data to answer the research question, "What are the relationships of varying periods of time among middle schools using the block scheduling model and the academic achievement of sixth grade students in reading and mathematics?" The independent variable in the study was school schedule (traditional or block scheduling model), the dependent variables were students' academic growth in reading and mathematics as measured by test scores on North Carolina's End-of Grade Tests from 1996-2000. Independent group t-tests were used to test for significant differences in the mean growth scores in both reading and mathematics between the traditional and the block scheduled schools for three years after implementing the organizational change at the sixth grade level in five middle schools. The researcher's findings indicated that sixth grade students who received mathematical instruction in a flexible block model had statistically significant achievement differences at the 0.01 levels, when compared to traditionally scheduled sixth grade math students. Conversely, sixth grade students who experienced a change from traditional scheduling to block scheduling in reading did not obtain a statistically significant result (0.01 level of significance) at four of the five middle schools. One of the five schools did show statistical significance for the second and third year of block scheduling.


A Comparison Between Alternate Block and Traditional Scheduling on Student Achievement and Selected Variables at Middle School Campuses in Selected Education Service Centers in Texas

A Comparison Between Alternate Block and Traditional Scheduling on Student Achievement and Selected Variables at Middle School Campuses in Selected Education Service Centers in Texas
Author: Irene Marie Galvan Garza
Publisher:
Total Pages: 268
Release: 2001
Genre:
ISBN:

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A Comparison of Traditional Scheduling Versus Block Scheduling in a Suburban High School

A Comparison of Traditional Scheduling Versus Block Scheduling in a Suburban High School
Author: Gena Marie Balsimo
Publisher:
Total Pages: 204
Release: 2005
Genre: Block scheduling (Education)
ISBN:

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Documents one high school's move from a traditional schedule to a four-period block schedule. Examines the effects of scheduling on student achievement including grade point averages, ACT test scores, Advanced Placement scores, discipline, attendance, retention, and drop out rates. Data are from the school district's database using only student scores and cover a nine-year period. Analysis shows a significant improvement in the relationship between block scheduling and grade point averages, dropout/enrollment rates, failure rates, and daily attendance rates.


A Comparative Analysis of Middle School Language Arts and Math Achievement Scores in a Modified Block and Traditional Seven Period Day Schedule

A Comparative Analysis of Middle School Language Arts and Math Achievement Scores in a Modified Block and Traditional Seven Period Day Schedule
Author: Joseph Dwayne Ray
Publisher:
Total Pages: 86
Release: 2011
Genre: Arts
ISBN:

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The purpose of this quantitative study is to examine whether a positive difference existed in the performance of students inva modified block schedule (Flexible/Alternate/Navigate schedule) and a standard seven period day schedule in language arts and math. This study also examines middle school scheduling and discusses different scheduling models utilized in middle schools. An independent-sample t test was conducted using individual student achievement scores in language arts and math at a middle school that moved from a traditional schedule to a modified block schedule. Student achievement scores were examined for a two year period prior to the implementation of the modified block schedule and compared to student achievement scores for two years after the implementation of the schedule. A control school utilizing a seven period day for the four year period in the study was also examined. Significant positive student gains in the areas of language arts and math were discovered after the introduction of the modified block schedule in the test school. Significant positive gains were not found in the control school.


The Impact of Middle School Scheduling Practices of Adolescent Math Achievement in Louisiana Public School

The Impact of Middle School Scheduling Practices of Adolescent Math Achievement in Louisiana Public School
Author: Deborah Lynn Gegg
Publisher:
Total Pages: 0
Release: 2022
Genre: Mathematics
ISBN:

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Research on middle-level schools and student achievement revealed a drop in academic performance when students transitioned from elementary school to a traditional middle school. In the United States, the middle school years have historically seen a decline in student achievement following a transition from elementary school. According to the National Center for Education Statistics, the performance of United States eighth-grade students in mathematics continued to lag behind globally based on the 2015 Trends in International Mathematics and Science Study (U.S. Department of Education, 2017). Specifically, United States eighth graders were ranked 12th in mathematics, which was three notches down from eight years prior. Similarly, the Louisiana Department of Education (2018), found Louisiana students struggled in mathematics compared to other tested subjects. In addition, middle school student achievement in Louisiana revealed consistently lower performance in mathematics compared to the other content areas. The purpose of this study was to determine if a particular scheduling practice had a significant effect on overall student math performance in Louisiana public middle schools. The sample population for the study included 179 schools containing grades six, seven, and eight. An independent t-test was conducted with the data for each of six hypotheses to determine if there was a difference in the group mean proficiency and mastery scores on the mathematics portion of the 2018 state assessment in Louisiana public middle schools that implemented either a traditional or block schedule. Based on the results of the independent t-test of the sample population, sixth graders in block scheduled schools demonstrated significantly higher proficiency and mastery scores on the math portion of the Louisiana assessment in the spring of 2018. In addition, seventh graders in block scheduled schools demonstrated significantly higher mastery scores on the math portion of the Louisiana assessment in the spring of 2018. While not significant in all cases, the mean proficiency and mastery scores for sixth, seventh, and eighth-grade math on the Louisiana assessment in 2018 were higher in the sample schools utilizing block scheduling. Recommendations from the study include using the schedule as only one factor for a school improvement effort.