Semester

Fall

Date of Graduation

2000

Document Type

Dissertation

Degree Type

EdD

College

College of Education and Human Services

Department

Curriculum & Instruction/Literacy Studies

Committee Chair

Phyullis Durden.

Abstract

The purpose of this investigation is to identify the differences in groups of high school students' achievement, attendance, and attitude as they move from a traditional schedule to a modified 4 x 4 block schedule. The population for this study consisted of all 10th, 11th, and 12th grade students at a high school during the 1998--1999 school year. There were four samples taken from this population, the first, second, third, and fourth quartiles of students. A survey questionnaire was used to determine student attitude. This survey was distributed to all 10th, 11th, and 12th grade students at the high school who participated in this study. Respondents were assured that their participation was voluntary and confidentiality and anonymity was maintained. Student attendance and grades were determined through official school records. The subjects for this study were those who had completed a student assent form and turned in a parental consent form. There was the potential to have over 500 subjects for this study. There is approximately a 30 percent minority population at the high school, and the gender distribution is equally balanced. No minority or gender grouping or exclusion was considered for this study. Student achievement, based on a comparison of grade point average from the 1997--1998 school year to the 1998--1999 school year, indicated a mean growth over the two year period of 0.05. The student body, as a whole, had a mean reduction in absenteeism over the two year period of 4.62 days. As a whole, the students' attitude toward the change to the modified 4 x 4 block scheduling was positive. Of the 23 indicators measured, 19 showed a more favorable response toward the change to the modified 4 x 4 block schedule. A significant result of the study is the impact the change from the traditional schedule to the modified 4 x 4 block schedule had on those students grouped in Quartile 2 (26--50%) and students grouped in Quartile 3 (51--75%). The results of the study indicate that moving from the traditional schedule to a modified 4 x 4 block schedule has a positive impact on achievement, attendance, and attitude of students.

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