The impact of block scheduling on mathematics achievement
The purpose of this study was to compare achievement from students who received math instruction in an alternate-day block period, with those on a traditional daily period schedule. The subjects consisted of approximately 3,100 students in 143 math classes from a large suburban high school. Six quantitative math achievement measures from the spring of 2003 were gathered as evaluative instruments. Comparisons were analyzed using ANOVA, t-tests, and Pearson's chi-square test. Pearson's r was performed on correlational data. All alpha levels were .05. The null hypothesis was not supported. There were statistically significant relationships between math achievement and schedule type. The results of the study show that students in a daily format math course consistently outperform students in alternate-day block courses.