The Study of Mathematics Course Gaps and Student Performance on the PSSA Math Exam in a Block-Scheduled High School

Autor/in	Mancuso, Joseph W., III
Titel	The Study of Mathematics Course Gaps and Student Performance on the PSSA Math Exam in a Block-Scheduled High School
Quelle	(2013), (110 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Widener University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-9756-5
Schlagwörter	Hochschulschrift; Dissertation; Statistical Analysis; Time Factors (Learning); Mathematics Achievement; High School Students; Block Scheduling; Algebra; Geometry; Mathematics Tests; Standardized Tests; School Schedules; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Statistische Analyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Block teaching; Blockunterricht; Stundentafel; Geometrie; Standadised tests; Standardisierter Test; Schulzeiteinteilung
Abstract	This quantitative study was designed to determine the impact of course gap--the time period between semesters in which students take a particular course--on student achievement in mathematics. The testing instrument used was the Pennsylvania System of School Assessment (PSSA), given annually to all students in Grades 3 through 11. The study compared students' performance on the test to the time gap between mathematics courses from the 2001 through 2007 academic school years. This study was conducted in one high school with 15 years of experience using the 4 x 4 block schedule. The 4 x 4 block schedule is an intensive type of schedule that uses a four-period day with each period lasting approximately 90 minutes. The same four classes are repeated everyday for one semester, and then four new classes are repeated everyday the second semester (Edwards, 1995) followed by a 90 day summer break. The sample for the study included 425 students, honors and academic, enrolled in Algebra II and Geometry during the academic school years 2001 through 2007. While it was anticipated in this study that course gap would affect the academic and honors groups of students, there was no significant difference in performance on the PSSA mathematics assessment. [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