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An investigative study on the effects of block scheduling on Georgia high school graduation test performance in social studies

Author: Tracy Shea Byers; Piedmont College. School of Education.
Publisher: ©2011.
Dissertation: Ed. D. Piedmont College 2011
Edition/Format:   Thesis/dissertation : Document : Thesis/dissertation : Manuscript   Archival Material   Computer File : English
Publication:Dissertation Abstracts International, 73-10A(E)
Summary:
The purpose of this study was to determine if there was an effect on student performance on the Georgia High School Graduation Test Subtest Social Studies (GHSGT---SS) depending on the type of instructional scheduling students received. There were no specific studies that observed any differences, but literature reviews concerning the traditional schedule and block schedule were mixed. The hypothesis stated that  Read more...
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Details

Material Type: Document, Thesis/dissertation, Manuscript, Internet resource
Document Type: Book, Computer File, Archival Material, Internet Resource
All Authors / Contributors: Tracy Shea Byers; Piedmont College. School of Education.
ISBN: 9781267418852 1267418850
OCLC Number: 881453283
Notes: Source: Dissertation Abstracts International, Volume: 73-10(E), Section: A.
Adviser: Ron Leslie; Committee members: Hilton Smith, Julie Palmour.
Description: iv, 115 pages
Responsibility: Tracy Shea Byers.
More information:

Abstract:

The purpose of this study was to determine if there was an effect on student performance on the Georgia High School Graduation Test Subtest Social Studies (GHSGT---SS) depending on the type of instructional scheduling students received. There were no specific studies that observed any differences, but literature reviews concerning the traditional schedule and block schedule were mixed. The hypothesis stated that there was a difference in test scores attributed to the instructional scheduling a student received and that block scheduling had a negative effect upon the scores on this test. The participants for this study consisted of all juniors taking the GHSGT---SS for three school districts between the years of 1994 through 2006, omitting two years of transition at each school. The students were from three high schools in North Central Georgia. The test scores for the subjects were compared using a t-test for pre-block and block comparisons. The statistical analysis indicated that there was a significant difference in scores on the GHSGT---SS based on the instructional scheduling students received. The calculated p-value exceeded the critical p-value at the .05 significance level, so the hypothesis was accepted. Based upon the results, the conclusion drawn for this study was that the type of instructional scheduling a student receives has a significant effect upon their GHSGT---SS score.

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