Pros And Cons Of Block Scheduling In High School Mathematics PDF Download

The purpose of this study was to determine if there was a statistical difference between end-of-course grades in Algebra II at three high schools in northeast Tennessee and mathematics content scores on the ACT Assessment at the same three high schools, by comparing a one-semester accelerated (4x4) block schedule, a two-semester accelerated (4x4) block schedule, and a traditional year-long schedule. The purpose was also to determine if a relationship exists between Algebra II grades and ACT Assessment mathematics content scores for all students and for each school, and to determine if a statistically significant difference occurred in the number of students who continue their mathematics education by taking Trigonometry among the three different teaching schedules. Seven null hypotheses were tested. Analyses showed a significant difference in grades among the three schedules, but not among the ACT Assessment mathematics scores. When comparing grades and ACT Assessment mathematics scores for the total population and for each schedule, a positive relationship occurred each time. When testing the last null hypothesis, it was determined that a significant difference occurred in the type of teaching schedule and enrollment in Trigonometry.