Comparison of the effects block and traditional schedules have on the number of students who are proficient on the Biology End-of-Course Test in forty public high schools in the state of North Carolina | Posted on:2013-02-18 | Degree:Ed.D | Type:Dissertation | University:Liberty University | Candidate:Bonner, Tonia Anita | Full Text:PDF | GTID:1457390008968645 | Subject:Education | Abstract/Summary: | | This study examined the difference between the number of overall students, African-American students, and students with disabilities on a semester 4 x 4 block schedule who were proficient on the North Carolina Biology End-of-Course Test and the number of the same group of students on a traditional 45-50 minute yearlong schedule who were proficient on the NC Biology End-of-Course Test in the state of North Carolina during the 2009–2010 school year. A causal-comparative design was used and three null hypotheses were tested using chi-square analysis. Archival data was used. The results showed that there was a significant association between the number of the overall students and African-American students who were proficient on the NC Biology EOC Test when taught biology on a 4 x 4 semester block versus a traditional schedule. However, no statistically significant relationship existed between the number of students with disabilities who were educated on 4 x 4 semester block schedule and those students with disabilities who were educated on a six or seven period traditional schedule in biology. Suggestions for further research are included. | Keywords/Search Tags: | Students, Biology, Schedule, Traditional, Block, Proficient, North | | Related items |
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