Comparing Traditional Period and Semester Block in High School Mathematics: Effect on Algebra I End-of-Course Assessment

Autor/in	Wallace, Chad
Titel	Comparing Traditional Period and Semester Block in High School Mathematics: Effect on Algebra I End-of-Course Assessment
Quelle	(2013), (111 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-1152-8
Schlagwörter	Hochschulschrift; Dissertation; School Schedules; Block Scheduling; Algebra; Gender Differences; Mathematics Achievement; State Standards; Program Effectiveness; Secondary School Mathematics; High School Students; Comparative Analysis; Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulzeiteinteilung; Block teaching; Blockunterricht; Stundentafel; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	School systems continue to explore different ways to improve student achievement to meet the high expectations of preparing our students for a global community and market. For many years, educators have explored the use of time as an avenue for change to improve student scores on state end-of-course assessments. The purpose of this causal comparative study is to explore student achievement in a modified block format with students receiving instruction on either a semester block or a traditional period where clock hours for students are the same. This study will examine student achievement for males and females. The Virginia Standards of Learning assessment for Algebra I will be used in this study. This study will attempt to determine if students are better prepared for the Virginia Standards of Learning end-of-course assessment in a traditional period or semester block. The results showed scheduling format does not significantly impact student achievement in Algebra I. Further, results showed scheduling format for males and females does not significantly impact student achievement in Algebra I. Suggestions for further research are include. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01