A study of block scheduling and instructional strategies and their influence on algebra achievement in classrooms throughout north central Texas

Description:

The purpose of this study was to evaluate the influence of block scheduling and instructional strategies on student achievement in Algebra I. The study was conducted during the 1997-98 school year. This study was comprised of two components, a quantitative study and a qualitative study. The quantitative study focused on block and traditional scheduling and the influence identified through scores on the Texas End-of-Course exam for Algebra I. The sample for this study consisted of 59 school districts from five counties in the north Texas area. The qualitative portion of this study focused on 10 classrooms, 5 block and 5 traditional, taken from the sample of 59 districts. Data for the qualitative study included questionnaires, interviews, and observations. The End-of-Course scores were analyzed using an ANOVA at the .05 level of significance, no significant difference was identified in the achievement levels of the two groups. The qualitative data was organized by categories derived from the NCTM teaching standards. Data from this portion of the study indicated that teachers in both block and traditionally scheduled classes spend their class time in a similar manner, using similar materials, and using more traditional strategies. Additional analyses of data based upon usage of the graphing calculator and manipulatives also resulted in no significant difference. Although all comparisons between block and traditional scheduling and usage or non-usage of technology and/or manipulatives resulted in no significant difference, the block groups and those using technology and/or manipulatives had higher mean scores. This indicates that allowing teachers more time to use alternative instructional strategies would benefit the student, but this will not take place without the teacher receiving training and support.

Creator(s): McClure, Melissa Sue
Creation Date: August 1999
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 424
Past 30 days: 4
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Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: August 1999
  • Digitized: June 13, 2007
Description:

The purpose of this study was to evaluate the influence of block scheduling and instructional strategies on student achievement in Algebra I. The study was conducted during the 1997-98 school year. This study was comprised of two components, a quantitative study and a qualitative study. The quantitative study focused on block and traditional scheduling and the influence identified through scores on the Texas End-of-Course exam for Algebra I. The sample for this study consisted of 59 school districts from five counties in the north Texas area. The qualitative portion of this study focused on 10 classrooms, 5 block and 5 traditional, taken from the sample of 59 districts. Data for the qualitative study included questionnaires, interviews, and observations. The End-of-Course scores were analyzed using an ANOVA at the .05 level of significance, no significant difference was identified in the achievement levels of the two groups. The qualitative data was organized by categories derived from the NCTM teaching standards. Data from this portion of the study indicated that teachers in both block and traditionally scheduled classes spend their class time in a similar manner, using similar materials, and using more traditional strategies. Additional analyses of data based upon usage of the graphing calculator and manipulatives also resulted in no significant difference. Although all comparisons between block and traditional scheduling and usage or non-usage of technology and/or manipulatives resulted in no significant difference, the block groups and those using technology and/or manipulatives had higher mean scores. This indicates that allowing teachers more time to use alternative instructional strategies would benefit the student, but this will not take place without the teacher receiving training and support.

Degree:
Level: Doctoral
Language(s):
Subject(s):
Keyword(s): mathematics education | teaching standards | constructivism
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 45110729 |
  • UNTCAT: b2230556 |
  • ARK: ark:/67531/metadc2220
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: McClure, Melissa Sue
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.