ERIC Number: ED070027
Record Type: RIE
Publication Date: 1972-May
Reference Count: 0
Investigation of the Effects of Allocation of Instructional Time on Pupil Achievement and Retention.
Albers, Dallas F.
This study was undertaken as an effort to inform secondary school planners relative to the effects of the long block-of-time class period for fewer days on the achievement, retention and attitudes of pupils. The study was limited to six class groups enrolled for Biology I and six class groups enrolled for Plane and Solid Geometry at Cape Girardeau, Missouri, Central High School. Measurement of gains in cognitive learning achievement and in retention of achievement, sampling of pupil preferences and opinions, and sampling of teacher reaction were focused on this group. The study warranted the following generalizations and implications: (1) Secondary school administrators may infer that lengthened periods may be scheduled without the time factor being detrimental to pupil learning or retention; (2) Longer class periods may be adopted for geometry or biology to open up new possibilities for instruction; (3) Extended class periods will be acceptable to pupils, especially if classes are designed to include a variety of learning activities each day; (4) Similar studies should be made using different groups and situations. (WS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Cape Girardeau Public Schools, MO.