Comparing Traditional Period and Semester Block in High School Mathematics: Effect on Algebra I End-of-Course Assessment
School of Education
Doctor of Education (EdD)
Primary Subject Area
Education, General; Education, Administration; Education, Secondary; Education, Tests and Measurements
Block Scheduling, Modified Block, Semester Block, Standards of Learning, Traditional Period
Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Methods
Wallace, Chad, "Comparing Traditional Period and Semester Block in High School Mathematics: Effect on Algebra I End-of-Course Assessment" (2013). Doctoral Dissertations and Projects. 658.
School systems continue to explore different ways to improve student achievement to meet the high expectations of preparing our students for a global community and market. For many years, educators have explored the use of time as an avenue for change to improve student scores on state end-of-course assessments. The purpose of this causal comparative study is to explore student achievement in a modified block format with students receiving instruction on either a semester block or a traditional period where clock hours for students are the same. This study will examine student achievement for males and females. The Virginia Standards of Learning assessment for Algebra I will be used in this study. This study will attempt to determine if students are better prepared for the Virginia Standards of Learning end-of-course assessment in a traditional period or semester block. The results showed scheduling format does not significantly impact student achievement in Algebra I. Further, results showed scheduling format for males and females does not significantly impact student achievement in Algebra I. Suggestions for further research are include.
Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons