The effect of gender and the term a course is taught in the block schedule structure on Stanford Achievement Test mathematics scores

The purpose of this study was to determine whether gender and the term in which a student is enrolled in algebra or geometry impact the level of performance in that subject based on the Stanford Achievement Test (SAT) scores. The question regarding retention of knowledge was essential to this study. Because students in the block schedule may be enrolled in a course that ends 4 months prior to the time they complete a standardized test in this area, educational decision makers need a knowledge base regarding this matter. Students may not adequately retain knowledge in instances where there are 3- to 4-month gaps between instruction and the administration of a standardized test.;The null and alternative hypotheses were analyzed through the use of two independent t tests. A regression analysis model was conducted to eliminate certain variables. A multiple regression model was also employed to determine which variables were the best predictors of achievement on the math portion of the SAT. Qualitative procedures were employed to respond to the two research questions concerning student and teacher perceptions of block scheduling.;The population for the quanitative portion of the study included 219 students, enrolled in four rural northeast Alabama unit schools, who took algebra or geometry and the SAT during the 1998--199 school year. The participants of the qualitative focus groups included 16 first-term algebra/geometry students and 16 second-term algebra/geometry students on the block schedule. The second qualitative portion of the study included individual interviews with 10 algebra and geometry teachers.;Based on this research, the following conclusions are provided: (a) neither gender nor the term a student takes a math course impacts the student's SAT math score; (b) the majority of students perceive that taking math second term will help them obtain a higher score on the SAT; and (c) the majority of students and teachers feel that taking math both terms would improve test scores.