ERIC Number: ED288592
Record Type: RIE
Publication Date: 1986-Nov
The Relationship of Academic Achievement to Modular and Semester Scheduling.
Haney, Julia J.; Land, Warren A.
A study was conducted at Mississippi State University to assess differences in the academic achievement of two matched groups of two-year college transfer students. One group (N=30) had attended a junior college which followed a traditional semester time table of 15 to 18 weeks, while the other group (N=30) had attended a junior college with a modular schedule under which students attended the same class each day. Academic achievement was defined as post-transfer quality (grade) point average and degree attainment. The study found no significant difference in the quality (grade) point averages or graduation rates of the semester scheduled and modular scheduled groups. (UCM)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Mississippi State Univ., Mississippi State. Coll. of Education.