ERIC Number: ED212068
Record Type: Non-Journal
Publication Date: 1981-Sep
Reference Count: N/A
A Study of Two Types of Scheduling Arrangements for Grade 9 Students in Central High School of Commerce, 1980-1981. Research Service #160.
Cheng, Maisy; And Others
Using school records and attitudinal surveys, researchers evaluated two daily scheduling arrangements among ninth grade students taking level 4 and 5 courses at Central High School of Commerce in Toronto (Ontario). Some students were on group or block timetables, moving through each day's schedule in groups, while most students were on individualized schedules. Questionnaire surveys of 277 students in the fall and of 219 students the following spring ascertained their attitudes toward the school, teachers, achievement, and education in general. Both in the fall and the spring the questionnaire data revealed little difference in overall attitudes between the students following the two timetables. School records showed that attendance patterns under both timetables were similar. Data on classroom marks indicated little difference between the groups in overall grades or mathematics grades, but did show that students taking level 5 English courses on group timetables got higher grades than those on individualized timetables. No such difference existed among level 4 English students. An informal poll of teachers at a preliminary presentation of the evaluation results revealed no clear preference for either timetable. A copy of the survey questionnaire is attached. (Author/RW)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Toronto Board of Education (Ontario). Research Dept.
Identifiers - Location: Canada (Toronto)