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.
|Commitee:||Palmour, Julie, Smith, Hilton|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 73/10(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, School administration, Social studies education|
|Keywords:||Block scheduling, GHSGT, Georgia High School Graduation Test, Graduation test, Social studies, Test performance|
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