Effects of Class Scheduling and Student Achievement on State Testing

Autor/in	Childers, Elizabeth A.
Titel	Effects of Class Scheduling and Student Achievement on State Testing
Quelle	(2018), (112 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-7263-8
Schlagwörter	Hochschulschrift; Dissertation; Scheduling; Academic Achievement; Standardized Tests; High School Students; Block Scheduling; Scores; Mathematics Achievement; Mathematics Tests; Program Effectiveness; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Disposition; Schulleistung; Standadised tests; Standardisierter Test; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Block teaching; Blockunterricht; Stundentafel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The purpose of this research study was to determine the effectiveness of four different class schedules on students' academic achievement on end-of-course testing and whether a specific class schedule is more conducive to student academic achievement on state-mandated standardized tests. Georgia Department of Education provided archived public data for the 2009--2012 school years for a high school with an approximate population of 1,400 students. This high school implemented different class schedules; a 4x4 block schedule, A/B block schedule, a mixed block and traditional period day, or traditional period schedule. The main research question was focused on students' state standardized end-of-course test scores performance (N = 8,972) between students instructed using 4 different class schedules. Data were analyzed using an ANOVA to determine whether there was a significant difference attributable to a specific curricular schedule. Students' academic achievement on state standardized testing showed a significant increase in math for students instructed on the block and A/B block schedule. The results were viewed through the theory of constructivism, as it is used to advocate for forms of block scheduling to promote increased instructional techniques and student academic achievement. Although the schedules taken in totality not show an improved student academic performance based on the schedule under which instruction occurred, the individual course analysis reflected statistically significant differences in the content area of math. The findings of this research promote positive social change by adding to the understanding of the effectiveness of different schedules on student academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01