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ERIC Number: ED545851
Record Type: Non-Journal
Publication Date: 2012
Pages: 69
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-6373-6
An Examination of the Impact of Successive and Non-Successive Geometry Classes on High School Student Achievement
Sugg, Steven L.
ProQuest LLC, D.Ed. Dissertation, University of Oregon
This study examines the impact of successive versus non-successive scheduling of mathematics courses on the achievement of ninth-grade students in a suburban Oregon high school. The Oregon Assessment of Knowledge and Skills and student performance on the geometry course final exam were employed to compare the achievement of intact groups of students who had geometry scheduled for two successive trimesters and students who had geometry in two non-successive trimesters. An ANCOVA provides a comparison of students on pre-test and post-test performance. The results show no differences in student mathematics achievement as a result of scheduling differences after the covariate pre-test is examined. The implications are that schools may choose schedules for reasons other than improving student achievement and that scheduling does not impact student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education; High Schools; Grade 9; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon