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Identifier	Thesis 1990
Author	Mains, Meagan R.
Title	Does a Block Schedule Improve Student Achievement?
Publisher	Central Connecticut State University
Date	2008
Resource Type	Master's Thesis
Notes	Many researchers have tried to find a direct link between block scheduling and student achievement. However, their findings have been mixed mainly because it was extremely difficult to account for other variables; therefore, not allowing researchers to measure the true impact of block scheduling. One uncontrolled and important variable was teachers' instructional methods. Teachers need to use the extended time that a block schedule allows to create a learning environment that promotes deep and elaborate understandings of the subject. The purpose of this study was to determine if a block schedule improved student achievement in a relatively large diverse suburban school which moved from a traditional schedule to a block schedule. The study took place over two years with two groups of students. The first year students were taught an algebra unit in a traditional schedule and the second year students were taught the same algebra unit in a block schedule. Although the units were the same with each group, the way the lessons were taught differed as the two schedules allowed. The hypothesis was that student achievement would increase with block scheduling, because the extra instructional time allowed the teacher to include various learning activities and allowed the students to explore concepts in more depth. Throughout the unit, students in both the traditional and block schedule were given the same assessments. The data collected from these assessments was analyzed to determine if the participants in the block schedule performed better than the participants in the traditional schedule. A one-way ANOVA was run on each of the scores from the assessments to determine if there was a statistically significant difference in the scores between the two groups. Similar to the findings of past researchers, the results in this study indicated that there was no statistical difference between block scheduling and student achievement.
Subject	Mathematics -- Study and teaching (Secondary) Block scheduling (Education)
Department	Department of Mathematical Sciences
Advisor	Kalder, Robin S.
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734392
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