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ERIC Number: ED547359
Record Type: Non-Journal
Publication Date: 2012
Pages: 216
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-3002-1
Examining Master Schedule Practices in Rio Grande Valley Schools: Effects on Student Attendance, Discipline, and Grade Point Averages
Carriaga, Benito T.
ProQuest LLC, Ed.D. Dissertation, University of Texas - Pan American
This study evaluated the impact of the master schedule design on student attendance, discipline, and grade point averages. Unexcused and excused absences, minor and major infraction, and grade point averages in three high schools during the 2008-09 and 2009-10 school years were included in the study. The purpose was to examine if any difference exists between schools that use traditional, block, or hybrid schedules and student success as measured by daily attendance, discipline referrals, and grade point averages. This study provides educational leaders with research data to make scheduling decisions that not only enhance student academic achievement, but also maintain a secure and safe learning environment. An ex post facto research design was used in this study. This methodological paradigm attempted to establish a causal impact in the behavior of students in traditional, block, and hybrid schedule environments. The null hypothesis was tested using a one-way analysis of variance (ANOVA) using an F distribution at the 0.05 level of significance. The ANOVA allowed the effect of one independent variable, master schedule type, to be examined with several dependent variables that include unexcused, excused, tardiness, minor infractions, major infractions, and Grade Point Averages (GPA). The ANOVA is a method of statistical analysis that evaluates whether there is a difference among treatment conditions or groups (Glass & Hopkins, 1996). The results of the study clearly demonstrate that a relationship exists between schools and schedules on selected student variables. The results show that a difference exists between scheduling design when considering each individual student variable and that their distribution was not the same across master schedule designs. Hybrid schedule design had a 50% "rate of preference" among the variables; block schedule design had a 33% "rate of preference" among the variables; and traditional scheduling had a 17% "rate of preference" among the variables that were considered for this study. More extensive research is needed to fully understand the impact of master schedule design not only on attendance, discipline, and grade point average but academic achievement and school climate as well. [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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A