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ERIC Number: ED064369
Record Type: RIE
Publication Date: 1972-Apr
Pages: 10
Abstractor: N/A
Reference Count: 0
Comparing Block Scheduling and Traditional Scheduling on Student Achievement and Attitudes.
Van Mondfrans, Adrian P.; And Others
A study of whether the effects of block scheduling on student achievement and attitudes are more advantageous than traditional scheduling was made. The block scheduling treatment involved three required courses on each of four grade levels--freshmen through senior in high school. Interdisciplinary teaching teams were responsible for instruction. The traditional scheduling treatment involved each teacher with three classes of 30-35 students for 40 minutes each day. The basic schedule design involved three teachers, 19-110 students for each grade and subject over a period of 140 minutes. Each team of three teachers met with two groups of students, a morning and an afternoon session. Data for analysis included the scores on objective, teacher-made tests covering the material taught in the instructional units and the ratings filled out by students on their interest and attitudes toward learning. An analysis of variance was performed. Since only two of 30 possible F-ratios were significant when the attitude and interest scores were analyzed it was concluded that the two treatments did not differentially affect these variables. The findings of this study suggest several questions concerning the effectiveness of block scheduling. These relate to teacher difficulty in handling the flexibility in time and group size, the importance of time and group size flexibility, and the need for maturity on the part of the learner. (CK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the annual convention of the American Educational Research Association (Chicago, Ill., April 1972)