Effects of Block Scheduling on the Level of Student Achievement of Agricultural Education Students in North Carolina.
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Date
2000-11-13
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Abstract
The primary purpose of this study was to determine the impact of block scheduling on VoCATS scores of Agricultural Education students in North Carolina. The research objectives of this study were to determine if block scheduling affects student performance on VoCATS assessments and to determine if there is a relationship between size of school and level of achievement of students on block scheduling. Data were collected using the survey method. Surveys were mailed to VoCATS coordinators of identified schools. The data were collected during the late summer of 1999. The use of block scheduling is prevalent in high schools in North Carolina. According to analysis of data, overall block scheduling does not have a significant affect on student achievement, however there were areas of significant differences noted. School size as an interaction with schedule type does not affect student achievement, however data analysis of schedule type reveled that it was significant in the interaction between schedule and school size of Horticulture I mastery scores. More research to determine effects of block scheduling other than just student achievement was recommended.
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MS
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Agricultural and Extension Education
