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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
| Title: | A Comparative Study of the Effect of Block Scheduling and Traditional Scheduling on Student Achievement for the Florida Algebra 1 End-of-Course Examination. |
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| Name(s): |
Underwood, Arthur, Author Murray, Kenneth, Committee Chair Murray, Barbara, Committee Member Baldwin, Lee, Committee Member Hutchinson, Cynthia, Committee Member University of Central Florida, Degree Grantor |
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| Type of Resource: | text | |
| Date Issued: | 2014 | |
| Publisher: | University of Central Florida | |
| Language(s): | English | |
| Abstract/Description: | 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. | |
| Identifier: | CFE0005433 (IID), ucf:50406 (fedora) | |
| Note(s): |
2014-08-01 Ed.D. Education and Human Performance, Teaching, Learning and Leadership Doctoral This record was generated from author submitted information. |
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| Subject(s): | Algebra 1 End-of Course Exam -- Student Achievement -- effect of block scheduling and traditional scheduling on student achievement | |
| Persistent Link to This Record: | http://purl.flvc.org/ucf/fd/CFE0005433 | |
| Restrictions on Access: | public 2014-08-15 | |
| Host Institution: | UCF |
