The Effect of Block Class Scheduling on the Achievements of Primary School Students in Nature and Biology Classes

Autor/inn/en	Labak, Irena; Sertic Peric, Mirela; Radanovic, Ines
Titel	The Effect of Block Class Scheduling on the Achievements of Primary School Students in Nature and Biology Classes
Quelle	In: Education Sciences, 11 (2021), Artikel 550 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Labak, Irena) ORCID (Sertic Peric, Mirela)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Block Scheduling; Science Achievement; Science Instruction; Instructional Effectiveness; Biology; Plants (Botany); Elementary School Students; Early Adolescents; Grade 5; Grade 6; Grade 7; Grade 8; Low Achievement; Performance Factors; Age Differences; Prior Learning; Foreign Countries; Croatia + Suchen Sie Ihr Suchwort? Block teaching; Blockunterricht; Stundentafel; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Biologie; Pflanze; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Unterdurchschnittliche Leistung; Leistungsindikator; Age; Difference; Age difference; Altersunterschied; Vorkenntnisse; Ausland; Kroatien
Abstract	The objective of this study was to investigate whether the class scheduling of Nature and Biology classes in blocks results in better learning success for primary school students, and whether this depends on the average student success rate (i.e., student performance categories), age, or prior knowledge. For this study, we have assumed that block scheduling results in better success rates for older lower-performing primary-school students. The research included 773 fifth- to eighth-grade students from 14 Croatian primary schools. The students fell into two groups: one group attending 45-min Nature and Biology lessons twice a week (single-scheduled classes), and another group attending a 90-min lesson once a week (block-scheduled class). To assess the level of student learning success, all students underwent both an initial and final written exam in Nature and/or Biology, specific to each grade. The rmANOVA proved that there was a significant interaction among class scheduling, performance categories, and the initial and final written exam scores of fifth- and seventh-grade students. Such a correlation was not found among the sixth- and eighth-grade students. Our findings further indicate that students achieve better results in block-scheduled classes at the end of primary school education, and that block class scheduling does not necessarily result in improved student achievement, particularly in lower-performing students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01