Block versus traditional scheduled algebra: There is no difference
The major purpose of this study was to examine the effects of block scheduling on academic achievement in ninth-grade algebra students compared to traditionally scheduled ninth-grade algebra students. All subjects were ninth-grade students from a multicultural, metropolitan community. There were 200 students in the block scheduled group and 176 in the traditionally scheduled group. This quasi-experimental study used a pretest-posttest control group design. All subjects were tested using a 45-multiple choice items test. The pretest and posttest were identical, although there were two forms, Form A and Form B, that were written by the school system. The study was ex post facto research analyzing the difference between pretest and posttest scores of all ninth-grade block algebra students with all ninth-grade algebra students from the traditionally scheduled comparable schools. It was found that the block scheduled students (n = 200) who took algebra I in one semester scored a gain that was statistically the same as those students who took the course for an entire school year (n = 176). The results were analyzed using the Equal-Variance T-Test. Analysis of the data indicated that there was no significant difference at the.05 alpha level of significance of those students who were block scheduled compared to those who were traditionally scheduled. It was concluded that the academic achievement of ninth-grade algebra students is not positively or negatively affected based on the type of scheduling, block or traditional, in which the student took the course.
School administration|Mathematics education
Samuel David Green,
"Block versus traditional scheduled algebra: There is no difference"
ETD Collection for Tennessee State University.