Affect of Schedule on Student Learning
Running Head: TRADITIONAL VS. BLOCK SCHEDULE
How Is A Student’s LEARNING Affected By Their School Schedule?
Konstantine Papadakis
California State University, at Northridge
1
Affect of Schedule on Student Learning
2
ABSTRACT
Today, many high school students, across the United States, are in classrooms for longer
periods of time due to “Block Scheduling”. This may have an impact on the level of
learning that takes place. This paper describes a study that was performed on physics
students, at South Pasadena High School, and the question addressed was, what affect or
impact does this greater amount of time in the classroom have on how well a student
learns? Two groups of students were studied each having a different schedule. Each
group was comprised of 15 students. Group 1 had a type A traditional schedule where
students met every day for 50 minutes at a time. Group 2 had a type B block schedule
where students met every other day for 100 minutes at a time. These students were asked
how much they liked or disliked the schedule that they had and why. Their responses to
surveys questions, essay questions, and interviews, revealed some interesting results.
Additionally, the results of the test scores from these two groups were examined. The
results of these test scores, showed no statistical difference in the performance of the
students in the two types of schedules. However, the students in the non-block class
(traditional class) preferred the traditional type A schedule, two to one (10 students
favored it, while 5 students did not). In contrast, only about half of the 15 students (7 of
15) preferred a traditional type A schedule. Described in the findings will be additional
data regarding why students prefer the schedule they selected, and some implications
from this data.
Affect of Schedule on Student Learning
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CHAPTER 1
INTRODUCTION
How Is A Student’s LEARNING Affected By Their School Schedule?
How students learn, is based on many factors. In this study, I have focused my research
on one big theme of how a student’s schedule can influence how a student learns in the
classroom. More specifically, how can the amount of time a student is in class, and the
frequency of coming to class, affect their LEARNING? Across the United States in
recent years, education has seen an increase in the modification of traditional school
schedules. This modification has taken the form of moving from a traditional 7 periods
per day, where students meet their teacher every day for 50 to 60 minutes, to some form
of a block schedule, where students see their teacher every other day but for a longer
period of 100 minutes or so (Gainey & Brucato 1999). Whenever some kind of
educational change is implemented, there usually is some problem that educators are
trying to “fix”. So, we can ask, “What is it that educators have been trying to fix, by
making this change?” A good follow-up question is, “Has this change seen any
improvements in the field of education?” In the book by Gainey & Brucato (Questions &
Answers about Block Scheduling) the authors offer an answer to the first question stated
above. They state that present-day technology is changing so quickly, that many youths
today are becoming more skilled at using this technology than most adults. Consequently
helping these youths to be prepared for the work force they will soon enter will require
changing the educational strategies of the past. Block scheduling can provide one way to
bring this change about and shift schools from being teacher centered to student centered.
Affect of Schedule on Student Learning
4
The authors also remind us that this change will not be an easy one to make. Therefore,
looking at the results from schools that have made this change is one way to assess the
value of block scheduling. One way to make this assessment is to look to educational
psychologists and find out what they are saying about the value of block schedule.
Another way is to find out directly from students, what they think about the value of
block scheduling on their own learning. I have chosen to do the latter and find out
directly from the students that I teach, how they view the value of block scheduling on
their learning.
Background Information
At the beginning of my teaching career, at South Pasadena High School in 1984, I began
teaching in a traditional style schedule of 7 periods a day for a duration of 50 minutes for
each period. I grew accustomed to this schedule and felt like it was working well for me
and for my students. However, in the year 1999, my school (South Pasadena High
School) began studying the feasibility a changing to a modified odd/even block schedule.
A committee was created comprised of teachers, educators, parents and students, to study
schools in Southern California, which had already adopted this kind of schedule. Articles
describing the pros and cons of block scheduling from schools across the country were
also examined. I was one of the teachers on this committee. This group took several
trips to these block schools, and asked the teachers and students at these schools what
they thought about block scheduling. After discussing all of the information that was
obtained, the committee finally decided to make the switch to a block schedule in 2001.
From 2001 until the present, I have continued to teach at South Pasadena High School, in
Affect of Schedule on Student Learning
5
a modified block schedule. This modified odd/even block schedule means that students
attend seven classes, but go to the odd numbered classes on one day (periods 1, 3 & 5)
and then on the next day go to the even numbered classes (periods 2, 4 & 6). Each of
these classes meets for 100 minutes at a time. The modification that was mentioned
above, takes the form of also having a period 7, non-block class, which meets every day
for only 50 minutes. When a teacher teaches in a block schedule, the teacher will only
see their students every other day. One benefit to teachers, who teach in this type of
schedule, is that if they are teaching two different subjects, e.g., chemistry and physics,
they may have only one preparation (e.g. chemistry) on one day and then the other
preparation (e.g. physics) on the next day. Also instead of teaching 5 classes every day,
this teacher would teach only 2 or 3 classes each day. At South Pasadena High School,
some teachers are given a period 7 class to teach, as their fifth class. During the 20062007 school year, and the 2007-2008 school year, I was assigned a schedule that included
teaching an honors-physics class during period 7. As a result of having this schedule, I
decided to study the students that I have in these two different schedules and find out if
there are any differences between the learning with these two types of students.
Purpose Statement
The purpose of this study was to examine the impact that a schedule can have on a
student’s learning. I have compared two groups of my students who are in one or the
other of these two types of schedules. The specific research questions are:
1.
Which type of schedule did students prefer?
2.
Which type of schedule was better for your learning?
3.
Affect of Schedule on Student Learning
What impact did “schedule” have on the focus or attention span of students?
4.
Was there sufficient time in class to understand and comprehend the concepts
presented?
5.
How were laboratory experiments impacted?
6.
How did their schedule impact their relationship with their teacher?
7.
How was their performance on tests impacted?
6
Importance of the Study
There are many factors that are important to how a student learns. These factors include
the following; how the teacher teaches the student, the curriculum the teacher uses, the
environment of the student, and the home-life of the student. However, students are
rarely asked what they think about how the type of schedule impacts their learning. In
particular, the importance of this study is to find out from the student, if they feel
whether they can learn best when they are in class for a period of time of 100 minutes or
whether they think they can learn better if they are in class for only 50 minutes each class
period. This study may have value to several different groups. It can be valuable to the
teacher, first and foremost, because if a teacher can learn how the time of teaching and
learning that goes on in a class, impacts a student, the teacher may be able to make
modifications within the framework of the school schedule, that incorporate these ideas.
Secondly, administrators who are responsible for creating the type of schedule that is
used at a particular school, can also find out what is important to students, and then they
can possibly use this information to help them make decisions regarding school
schedules. Specifically, whether science classes should be taught within a traditional
schedule. Thirdly, parents may find the results interesting, as they can use the
Affect of Schedule on Student Learning
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information to help them make decisions about whether to send their children to a school,
which uses a traditional schedule or a block schedule. In this particular study, only
science students (honors physics students) are being studied. However, it might be
interesting in the future to continue this study with non-science students and see how the
type of schedule they have impacts their learning? Another potential study in the future
might be to interview teachers who teach in a block schedule and those who teach in a
traditional schedule, and see what differences exist between these two groups in terms of
their attitude and their teaching methods.
Definition of Terms

Triangulation: Looking at something from more than one perspective. Ensures
that you are seeing all sides of a situation, and provides greater depth and
dimension, thereby enhancing accuracy and credibility of data. (Johnson, 2008,
p.102)
The two groups being studied in this action research study will be referred to as
the Traditional Group and the Block Group.

The Traditional Group (Group A) will be comprised of students who are taking
honors physics in a period 7 class, which meets every day of the week, Monday
through Friday, for a time period of 50 minutes each day. This class meets from
2:10 p.m. until 3:00 p.m. (See Figure 1)
Affect of Schedule on Student Learning
Figure 1
Traditional Group A (which meets every day for 50 minutes per day)
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Honors
Physics
Honors
Physics
Honors
Physics
Honors
Physics
Honors
Physics
Week 2
Honors
Physics
Honors
Physics
Honors
Physics
Honors
Physics
Honors
Physics
The darker shaded areas represent the 10 classes that 7th period students have in a two
week period combining for a total class time of 50 minutes x 10 days or 500 minutes.
Day

The Block Group (Group B) will be comprised of students who are taking
honors physics in a block class, which meets every other day of the week, for a
time period of 100 minutes each day. (See Figure 2)
Figure 2
Block Group B (which meets every other day for 100 minutes)
Monday
Week 1
Week 2
Tuesday
Honors
Physics
Wednesday
Thursday
Honors
Physics
Honors
Physics
Friday
Honors
Physics
Honors
Physics
8
Affect of Schedule on Student Learning
The darker shaded areas represents the 5 classes block students will have in a twoweek period, combining for a total class time of 100 minutes x 5 days or
Day
500 minutes. In week 1, students attend their honors physics class three days of the
week, while the next week, they attend for only two days.
Essay Responses from Students that will be reported in the Findings section,
will be categorized using the following key:
Code
A1, A2,
etc.
B1, B2,
etc.
C1, C2,
etc.
D1, D2,
etc.
Category
Students, from the traditional period 7 class, or group A.
Students, from the block classes, or group B.
Students who transferred from a block class to a period 7 class.
Students who transferred from a period 7 class to a block class.
Table 1
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Affect of Schedule on Student Learning
CHAPTER 2
10
REVIEW OF THE LITERATURE
It is estimated that about 50% of American secondary schools are on some form of block
scheduling (Wild, 1998). For example, in the state of Virginia, 168 out of 294 high
schools were using some form of block scheduling (Short & Thayer, 1998-1999). The
focus of this action research is to examine how block scheduling affects students and
their attitudes about learning. Kristen Dexter and Robert Tai (2006) studied the
performance of college students and also determined which type of high school
scheduling plan these students had in high school (those who had block scheduling in
high school and those who did not). Their findings suggested that block-scheduling plans
(in high school) did not appear to provide an advantage to students in terms of their
college preparation in science. However, Bateson (1990) studied secondary science
students across all of Canada and found that the students in traditional schedules out
performed the block schedule students. This is why the question I am asking, will be
very interesting. Either the schedule does make a difference or it does not. If it does,
then either block scheduling is better or the traditional scheduling is better. I see in my
own classes, that block scheduling provides more class time for performing experiments.
On the flip side, if a teacher does not take advantage of this extra time by performing
more experiments, then the advantage of the extra time is lost, and sitting in a 100-minute
lecture may be very harmful to a student. It is generally assumed that making
modifications to a schedule, will bring about positive changes for the students. If high
school students, who are learning in block schedules, are not seeing positive outcomes
when they go to college, compared to other students who were learning in traditional
Affect of Schedule on Student Learning
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schedules, then this new shift towards block scheduling should be re-assessed. However,
in another study, Veal (2000) found many positive effects from students in a block
schedule. Obviously, there is still not a conclusive determination for the benefits or lack
of benefits for block schedules in high schools. This is why I chose my question for my
action research. I wanted to collect data from my own students and find out directly from
them, how they view learning in a block schedule.
One of the aspects that I am studying in this research is to find out if there is a difference
in attitude for students who are in the block schedule versus the students who are in the
traditional schedule. Patrick Barmby and Neil Defty of Durham University in the United
Kingdom studied 9,827 secondary students in England, in 2004 and looked at the
perceptions that these students had toward the sciences and how much they liked or
disliked the subjects of biology, chemistry and physics. They also included in their
study, if their was a correlation between what grade the students expected that they would
receive for a particular science class and how much they liked or disliked the subject.
They found that physics was perceived as the least popular science, particularly among
female students and that the students who disliked a science the most, also expected to
receive the lowest grades in that subject. The grades that students expected were lowest
for physics, again particularly for the female students. These results led the authors to
conclude that in order to make an impact on the gender imbalance in physics, they first
needed to address the issue that physics is perceived as difficult my female students. Of
course, we must remember that the students who were studied were in England and this
does not necessarily carry over to similar attitudes for students in the United States.
However, for me this article does have some implications to my own study. For example,
Affect of Schedule on Student Learning
in the data that I collected, I decided not to compare males versus females, so
12
consequently, I had approximately and equal number of males and females in my study.
Another factor in how much students are engaged in these two different schedules is the
extent to which they have good problem solving habits and skills.
In a study by DiLisi
et al., 2006, they examined the importance of establishing problem-solving habits in
introductory science courses. What they found was that when students were introduced
to various techniques for solving physics problems, the students did not consistently use
these techniques during their problem solving activities. In particular, the technique of
using dimensional analysis to help in finding the solution to a physics problem, became
used less frequently when the complexity of the physics problems increased. “Even
students in the treatment group commented on the lack of apparent benefit to dimensional
analysis and saw little advantage or usefulness for developing this habit” (p. 46). DiLisi
believed that the reason for this was simply due to the increased time pressure on the
students who did not feel they had enough time to use the technique as well as solve the
problem. The connection of this paper to my research is that these results all stem from
the attitude of the students. “The question of whether or not we could produce change in
students’ attitudes through our behavioral modification method did not produce
encouraging results.” (p. 46). So, the attitude that my students have to their learning,
whether it is in the block schedule or in the traditional schedule, can be greatly influenced
by the comfort level they have in using problem solving techniques for their homework.
This means that one set of questions that students should be asked in their surveys should
relate to the confidence level they have in using problem solving techniques. The reason
Affect of Schedule on Student Learning
13
this has implications to my study is that student who are learning in a block schedule,
have more time to practice these problem solving techniques.
Is there a connection between the traditional teaching schedule and traditional teaching
methods? Conceptual Understanding Procedures (CUP) are a part of a teaching method
that McKittrick discussed in their research paper entitled Improving understanding in
physics: An effective teaching procedure (1999). In this technique, students use an
exercise that first asks them to think about a problem alone. Then they discuss the
problem in teams of three, and finally they discuss the responses from the various groups
of three, as a whole class. The technique has shown that students gain a better
understanding of the underlying physics concepts, and not just finding a solution to a
problem using an equation. The question here is whether or not a technique such as this
could be used in both a block schedule class as well as in a traditional class? If the answer
is no, because of the limited time, then this means that from the point of view from the
teacher, a traditional schedule is more limited in the number of novel teaching techniques
that can be attempted. This in turn means that it is more likely that students in a
traditional schedule are more likely to be less engaged than students in a block schedule.
This could be developed into a question asked of the students; “Would being exposed to
alternate teaching methods be likely to increase your level of engagement with the
material?”
Some subjects, like science are more conducive to the block schedule since it provides
more time for laboratory investigations, but may not be more conducive to subjects such
as foreign language or mathematics where students may need daily exposure to the topics
in that course. Other articles examine the perceptions of students taking science, and this
Affect of Schedule on Student Learning
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can help to shed light on what attitudes my own students may have regarding science
classes. Attitude may have a definite link to performance In the studies by Stader,
(2001) a comparison was made between small high schools with block scheduling and
high schools with traditional schedules, in Missouri. The teachers and the administrators
were surveyed and the findings indicated that both groups were supportive of block
scheduling and that they thought block scheduling improves school climate, and
improves student achievement in some academic disciplines. This seems, at least in
some ways, to contradict the findings found by Dexter and Tai. It seems though that the
Dexter article focused more on performance while the Stader articles focused more on
attitude.
Affect of Schedule on Student Learning
CHAPTER III
METHODOLOGY
Participants
The participants in this study were honors physics students at South Pasadena High
School in South Pasadena, California. The students ranged in grade level from 9th
graders to 12th graders, and included both male and female students.
Figure 3
# of Students
Period 7 Group A
Gender
8
8
7
6
4
2
0
Male
Female
Male vs. Female
Figure 4
Block Group B
Gender
8
# of Students
8
7
6
4
2
0
Male
Female
Male vs. Female
15
Affect of Schedule on Student Learning
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As seen in figures 3 and 4 above, the distribution of male versus female students (7 male
students and 8 female students) was approximately equal in the two groups of students
who were studied.
Figure 5
Grade Levels of
Period 7 Students
# of Students
6
5
4
4
10th
11th
4
2
2
0
9th
12th
Grade Levels
Figure 6
# of Students
Grade Levels of
Block Students
6
4
4
4
3
4
2
0
9th
10th
11th
12th
Grade Levels
You can see from figures 5 and 6 above, that there is a somewhat balanced
distribution of grade levels from 9th grade to 12th grade for the two groups
studied.
Affect of Schedule on Student Learning
Group A was comprised of 15 honors physics students who met during a traditional
17
period 7 class which met from 2:10 p.m. until 3:00 p.m. every day. The class contained
16 students, and one of them chose not to be a participant in the study.
Group B was comprised of 15 honors physics students who came from the two different
block classes (period 2 and period 6). Each class had about 35 students for a total of 70
students. After I obtained the performance level STAR achievement scores from the
various STAR achievement tests for all of these 70 students (and for the 15 students in
Group A), I then selected 15 students from this group of 70 who matched as closely as
possible, in terms of their performance level scores, with the performance level scores
from the 15 students from the period 7 traditional group of students. The STAR
achievement test is a California State mandated test that is based on the California State
Science Standards, and it contains 60 multiple-choice questions that cover the topics from
the entire year of physics or for whatever class is being tested. These tests ranged from
English, Life Science, U.S. History, World History, Algebra I, Algebra II, Geometry,
Biology, and Chemistry. Students receive a score based on a five-point scale, as shown
in the table below.
Performance Level
Performance Level
Description
Score
Far Below Basic
Score of 1
Below Basic
Score of 2
Basic
Score of 3
Proficient
Score of 4
Advanced
Score of 5
Table 2
Affect of Schedule on Student Learning
The results of the scores for the two groups of students
18
are shown in the two graphs below.
Figure 7
# of Students
Period 7 Students
Performance Level Scores
30
25
20
15
10
5
0
28
23
4
0
0
Far Below
Basic
Below
Basic
Basic
Proficient Advanced
Scores 1 through 5
These 15 students from group A took a total of 55 tests in the spring of 2007 (Figure 7).
Not one of the 15 students received a score of 1 or 2. Out of the 55 tests taken, 51 of
them (or 93%) were a score of 4 or 5.
Figure 8
Block Students Performance Level
Scores
37
# of Students
40
30
20
10
11
0
0
Far Below
Basic
Below
Basic
9
0
Basic
Proficient Advanced
Scores 1 through 5
Affect of Schedule on Student Learning
19
The 15 block students from group B took a total of 57 tests in the spring of 2007 (Figure
8). Out of the 57 tests, 46 of them (or 81%) were a score of 4 or 5. Not one of the 15
students received a score of 1 or 2. These two graphs show that the students in the two
groups were fairly evenly matched.
Materials
These two groups of honors physics students came from three different classes, which are
periods 2, 6 and 7. All of these students were taking the same kind of honors physics
class, which was a one-year, laboratory based, and University of California approved,
class. The students in this type of class generally have very good mathematics skills,
although this is not true for all of the students. These students who were studied, were in
the class for one year. Doing laboratory investigations on a regular basis of
approximately one experiment every two weeks is standard for the entire year. There are
sometimes activities that the students do on a more frequent basis, where data may not be
collected, but they are simply performing some task and making observations.
In order to have triangulation in an action research study, a minimum of three modes of
data collection is needed. For this research paper, I used four different types of data
collection, which was collected primarily from two different groups of students.
Additional survey and essay data was also collected from the block students who were
not paired up with the traditional schedule group A students. An additional set of data
from essays was also collected from the students who took honors physics in the year
previous to the students who were examined in this study.
Affect of Schedule on Student Learning
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The four types of data collection were
1.
Student Surveys,
2.
Student Essay Questions,
3.
Student Interviews with the teacher, and
4.
Data from student test scores from 8 tests, ranging over the entire year. The first
four tests were from the first semester and the second four tests were from the
second semester. The total number of tests from all of the students was 240 tests.
The four types are shown in diagram 1 below:
Diagram 1
Essays
Questions
Surveys
Interviews
Test
Scores
A sample questionnaire of the student survey and student essay questions is shown in the
appendix.
Affect of Schedule on Student Learning
21
Procedures
The length of the study was done over a two-year period. In year one, data was obtained
from essay questions given only to the period 7 honors physics class, asking them to
respond to how the traditional schedule affected their learning, compared to having
physics in a block schedule. In year two, the two groups of traditional and block students
were identified. This was a different group of students from the students in year one. All
of the students in year two, were given a consent form, which described my study and
asked them to get a written approval from one of their parents, for the students
participation in the study. Only two students (out of 95 students) did not get approval
from their parent, and consequently these two students were not included in any surveys
or data collection. Of the 15 students who were selected from the two block classes, 8 of
them came from the period 2 class and 7 of them came from the period 6 class.
Of the 15 students who were in the period 7 class, three of them were in the block classes
during the first semester and then transferred to the period 7 at the beginning of the
second semester. Of the 15 students from the block class, three of them had been in the
period 7 class, during the first semester and then transferred to one of the block classes at
the beginning of the second semester. This all means that there are three students in each
of the two groups studied, who had experience in both types of honors physics classes, (a
traditional period 7 class and a block class), and will have an interesting story to tell from
their surveys and interviews.
Affect of Schedule on Student Learning
Figure 9
22
Distribution Of Students Who Were In One Type
Of Schedule Or In Both Types Of Schedules
14
12
12
# of Students
12
Students Who Were In
The Class For One
Year
10
8
6
4
3
3
2
Students Who Were In
The Class For One
Semester
0
Group A
Group B
When the students were interviewed by me, they either came after school, in the
afternoon, and we had a one on one interview for about 10 to 15 minutes, or when this
was not feasible, the students were interviewed during class time in the back of the room,
when the rest of the class was working on something else.
One of my concerns was that I limit, as much as possible, my variables. For example, in
order to compare students being taught physics in a block schedule, with students being
taught physics in a traditional schedule, I limited the differences between the students in
these two samples, by keeping similar numbers in both groups for the various categories.
For example, I tried to have an equal number of males and females, and an even
distribution of grade levels for the two groups. I also selected students from the block
group whose STAR achievement scores were similar to the scores from the students in
the other group. I also had an equal distribution of students from a morning block class
and from the afternoon block class.
Affect of Schedule on Student Learning
23
Another consideration is that all of the period 7 students have had block classes, but not
all of the block students have had period 7 classes. This could have an influence on their
opinions about which schedule is best for their learning, which is why I asked all of the
block students how many times they have had a period 7 class. This information will be
shown in the data.
Analysis
One of the important pieces of collecting data is to have triangulation. Triangulation
involves obtaining different kinds of data from at least three different sources, so that the
question can be studied from more than one perspective. If one type of data substantiates
a certain point of view, then having other types of data can help to substantiate that point
of view. My data collection techniques involved four types of data collection, instead of
just three, so that I could ensure that whatever conclusions I reached, they would be
reliable. My data collection also included a t-test, to determine whether or not differences
between two sets of test scores data, was statistically significant. The t-test was used on
the 240 test scores from the two groups of students. When looking at the raw data from
the test scores in the appendix, you will notice that there are some test scores that are
missing and that the two groups, had a different number of students in the second
semester than in the first semester. This is because during the first semester there were a
total of 18 students, and three of these 18 students later transferred at the end of the
semester from the period 7 class, to a block class. Also in the block group of students,
there are 17 students, with some test scores missing. This is due to the fact that 3 if these
17 students were not in the block class during the first semester, but were in the period 7
class and then later transferred to a block class at the end of the first semester. Also,
Affect of Schedule on Student Learning
24
there is one student in the period 7 class, with no scores in the first semester because this
student took physics during the previous year and then only transferred into my class
during the second semester. Another student shows no scores in the period 7 class,
during the second semester because this student had to withdraw from school for a time,
and then the student returned in time to fill out the survey and be interviewed.
Affect of Schedule on Student Learning
CHAPTER IV
FINDINGS
From Surveys:
The big question that was asked in this research study was: How Is A Student’s
LEARNING Affected By Their School Schedule? Specifically I investigated:
1.
Which type of schedule did students prefer?
2.
Which type of schedule was better for your learning?
3.
What impact did “schedule” have on the focus or attention span of students?
4.
Was there sufficient time in class to understand and comprehend the concepts
presented?
5.
How were laboratory experiments impacted?
6.
How did their schedule impact their relationship with their teacher?
7.
How was their performance on tests impacted?
When students in the two groups were specifically asked about question #1, which type
of schedule did they prefer, here is what they said.
The students in Group A (Figure 10) preferred their traditional schedule in a two to one
ratio (10 students preferred a traditional schedule while 5 students did not).
Figure 10
# of Students
Period 7 Students
10
Prefer Traditional
5
Type of Schedule
Prefer Block
25
Affect of Schedule on Student Learning
26
The students in Group B (Figure 11) had a more even distribution of those who preferred
the traditional schedule (7 students) versus those who preferred the block schedule (8
students).
Figure 11
# of Students
Block Students
7
8
Prefer Traditional
Prefer Block
Type of Schedule
The second question stated on the previous page, may seem similar to the first question,
but it really is a different question. A student may feel a certain type of schedule is better
for their learning, while at the same time, they might prefer the other type of schedule, for
various reasons. Referring to Figure 12, here is what students said when asked about
which type of schedule they believed is better for their learning. An equal number of
students from each group (11 or 73%) believed that the type of schedule they had, was
better for their learning. A smaller number (4 or 27%), but an equal number for both
groups, believed that the type of schedule they had, was not better for their learning.
Affect of Schedule on Student Learning
Figure 12
27
Which Type Of Schedule Is Better For Your
Learning?
11
# of Students
12
11
10
8
Period 7 Students
6
4
4
Block Students
4
2
0
Traditional Schedule Is
Better
Block Schedule Is
Better
Student Choices
When students were asked how their schedule impacted their being able to focus and
keep their attention during the entire duration of the period (Figure 13), here is what they
said. A larger number, 60%, (but equal number of students from each group), believed
that they could stay focused and keep their attention during the entire period (in either
schedule). A smaller number of students, 40%, but equal for the two groups, believed it
was not easy to stay focused and keep their attention during the entire period (in either
schedule).
Figure 13
# of Students
It Is Easy To Keep Your Attention and Focus
10
9
8
7
6
5
4
3
2
1
0
9
9
6
6
Period 7 Students
Block Students
Strongly Agree or
Agree
Strongly Disagree
or Disagree
Affect of Schedule on Student Learning
When students were asked if there was sufficient time in class to understand and
28
comprehend the concepts presented, here is what they said (Figure 14). Almost an equal
number from each group (about 90%) believed that there was enough time in class to
understand the concepts. A tiny percentage from each group (about 10%) believed that
there was not enough time in their particular schedule, to understand the concepts
presented in class.
Figure 14
# of Students
Is There Enough Time In Class To Understand
Concepts?
16
14
12
10
8
6
4
2
0
13
14
Period 7 Students
Block Students
2
Usually or Sometimes
1
Never Enough Time
Student Choices
The next question that was asked was whether students felt that there was sufficient time
in class, to complete laboratory experiments. Here is what they said (Figure 15). About
30% (or 5 out of 15) 7th period students agreed that there is sufficient time in a period 7
class to complete laboratory experiments. Almost 70% of this same group felt that there
is not sufficient time in period 7 to complete laboratory experiments. For the block
students, just over 70% of these students felt that there is sufficient time in their block
class to complete laboratory experiments. About 30% of this group felt that there is not
Affect of Schedule on Student Learning
29
sufficient time in a block class to complete laboratory experiments. The results were just
about reversed for the two groups.
Figure 15
# of Students
There Is Sufficient Time In Class To Complete
Laboratory Experiments
12
10
8
6
4
2
0
11
10
Period 7 Students
5
4
Strongly Agree or
Agree
Block Students
Strongly Disagree or
Disagree
Student Choices
When students were asked how they believe the amount in time impacts developing a
good rapport and relationship with their teacher, here is what they said (Figure 16).
Almost 70% of the students in 7th period felt that coming to class every day makes it
easier to develop a good rapport and relationship with their teacher. About 30% of these
same 15 students felt the daily contact does not help to develop a good rapport and
relationship with their teacher. The result for the block group was just the opposite. That
is to say that only 30% of the 15 students in the block schedule felt that coming to class
every other day, makes it easier to develop a good rapport and relationship with their
block teacher.
Affect of Schedule on Student Learning
Figure 16
30
The Schedule Makes It Easier To Develop A Good
Rapport And Relationship With The Teacher
# of Students
12
10
10
10
8
5
6
5
4
Period 7 Students
Block Students
2
0
Stongly Agree or
Agree
Disagree or Strongly
Disagree
The final piece of data is taken from the remaining 51 block students who were not
selected for Group B, but who nonetheless, filled out the survey and essay questionnaire.
They were also asked whether they preferred having physics in their block class that
meets every other day for 100 minutes, versus being in the traditional 7th period physics
class that meets every day. Their response (Figure 17 below) favored being in the block
schedule for physics in about a 2 to 1 ratio, of 71% favoring it to only 29% not favoring
the block schedule.
Affect of Schedule on Student Learning
Figure 17
31
Preferences Of Remaining Block Students
Outside Of The Study
40
36
# of Students
35
30
25
20
Block Students
15
15
10
5
0
Prefer 7th Period
Prefer Block
Results From Test Scores
The final question that was addressed was what impact did the type of schedule have on
their performance on tests. Each of the 30 students from group A and from group B, took
8 physics exams during the 2007-2008 school year. Four of these tests were taken in the
fall semester and four of the tests were taken in the spring semester. The results from
these 240 tests showed no statistical difference between the two groups studied.
The
raw data scores can be found in the appendix. You will notice in this set of raw test
scores that the sample size for the period 7 group, changed from 15 students to 18
students and that there are some scores that are missing. The reasons are explained in the
methodology section. Here is the statistical analysis of the test scores from the two
groups.
Mean Group A
Test
#1A
22.3
Affect of Schedule on Student Learning
Test Test Test Test Test Test
#2A #3A #4A #1B #2B #3B
38.7 36.4 58.5 18.5 26.9 28.6
32
Test
#4B
36.1
Standard Deviation Group A
4.73
4.03
5.77
8.90
1.65
5.48
4.43
5.30
Mean for Group B
22.6
38.9
37.7
61.1
18.4
28.1
26.6
36.9
Standard Deviation Group B
3.23
4.32
6.71
8.60
1.84
5.04
3.34
5.54
p-value of the t-test between
groups A & B
0.42
0.43
0.55
0.22
0.41
0.27
0.08
0.34
Statistical Analysis
Table 3
The sample size for each group was 120 test score samples. In order to state a statistical
significance between the two sets of scores, where one can say that the difference is not
just due to chance, there must be a p-value of 5% (0.05) or less. As can be seen from the
data above, only one test came close to this value (Test #3B) and even this value was still
larger than 0.05 needed.
Essay Responses:
The essay responses from students will be separated into different categories, labeled as
shown in the table below.
Code
A1, A2,
etc.
B1, B2,
etc.
C1, C2,
etc.
D1, D2,
etc.
E1, E2,
etc.
Category
Students, from the traditional period 7 class, or group A.
Students, from the block classes, or group B.
Students who transferred from a block class to a period 7 class.
Students who transferred from a period 7 class to a block class.
Comments from 7th period students from 2006-2007
Table 4
Affect of Schedule on Student Learning
Why period 7 students preferred to come to class every day?
A1
33
“Having it every day helps me to remember the material better because I am
constantly reminded of it.”
A2
“It is easier to remember the previous day’s lesson.”
A3
“ I tune out during long periods of time, (in a block class) so coming everyday is
better for me.”
Why block students also would prefer to come to class every day?
B1
“ It’s easier to forget things when you have class every other day. Besides, it
would be a better learning experience for me if I could experience physics every
day.”
B2
“I would prefer a 50 minute class because I cannot stay focused in a 100 minute
class. It’s too long and I forget things easily because I don’t see it every day.”
B3
“I would be able to retain more information and be able to use it everyday in
class. In a block schedule, I tend to remember it on the day for class and forget
about it the next. Last year, I had Spanish during period 7 and it really helped me
to exercise what I learned the day before. I notice that I am able to recall
information if done on a daily basis.”
Why period 7 students would prefer to be in a block schedule?
A4
“I am more used to it.”
A5
“In a traditional class, there is no break from homework and there is a greater
amount of pressure, on a daily basis.”
A6
“Block would be better for me because I would not need to worry about class
every day.”
Affect of Schedule on Student Learning
Why block students preferred being in a block schedule?
B4
34
“ With a block schedule, you have more time to work on a subject in class. With
this schedule, on the day you don’t have physics, you can go to the teacher to ask
for help. With coming to class every other day, one could expect something new.
There would be a surprise in store for you, while in everyday classes, not much
can be expected”
B5
“I feel that we are able to go more in depth during a 100 minute period. I feel that
we are a lot less pressured as far as daily homework goes and I like the depth we
cover with more time.
What did students who transferred from a block class, into period 7 class, say?
C1
(prefers 7th period) “I don’t forget the lesson the next day. There is lighter
homework spread out between two days and I pay attention better. I also like 7th
period because it is a smaller class.”
C2
(prefers block) “I can concentrate on the material for a longer time. I would not
have to worry about the subject every day. We rarely have enough time to go
over homework or questions about the homework. We study different topics
every day and we don’t stay on one subject for 2 consecutive days, whereas in a
block class, we would focus on one topic each day. That would help me a lot.”
C3
“I think it’s a matter of getting used to block scheduling or period 7 to determine
whether I like one over the other. Having transferred from a block period to a
period 7, I noticed big differences between the different classmates. What makes
a class enjoyable lies on the teacher and the students and not so much on the
scheduling itself. Though block scheduling does allow homework to be finished
Affect of Schedule on Student Learning
more easily, period 7 builds a closer connection between the students and the
35
teacher.”
What did students who transferred from period 7 into a block class, say?
D1
(prefers 7th period) ”I prefer having physics every day for 50 minutes because it
helps me learn the concepts much more efficiently. It is very beneficial,
especially for students who have a difficult time focusing, because you are
reviewing the material on a daily basis, and students will be more engaged due to
the shorter period of time. Coming every day refreshes everything I learn on the
homework assignments and reinforces my skills by practicing with my peers and
validates my answers by asking questions. Seeing teachers every other day makes
it less likely to develop a good rapport/relationship with the teacher.”
D2
(prefers 7th period) ”I preferred 50 minutes everyday because the lectures come
together seamlessly. Remembering yesterday is easier than remembering the day
before yesterday. More student participation in demonstrations would help
improve my attention and focus during a 100-minute class. The more stimulated
a person’s mind is, the easier it is to pay attention. Everyday classes provide for a
better student-teacher relationship, and so overall, I believe that the 50-minute
everyday class is the better of the two.”
D3
(prefers block) “I like the block schedule better because it allowed me to learn the
concepts better without having to stop midway. Also, I have more time to focus
on my homework and to study. When I had 7th period I did not enjoy the
experiments as much because we usually had to stop at the time when I was just
beginning to understand the experiment. Also with the block schedule I have
Affect of Schedule on Student Learning
36
more opportunities and time to ask questions, so I understand better. However, I
think that 7th period is better for developing a good rapport with your teacher
because you see the teacher everyday and it “grows” your relationship with the
teacher.
Interview Responses:
The questions that were asked of students during the interviewing, included the same
questions that they responded to during the essay responses. However, three additional
questions were added. They were also asked to comment on negative aspects and the
positive aspects of learning in a block schedule or in a 7th period class, regardless of
which schedule they had. The third question they were asked, was, “How many of the
academic block teachers, that you have as your teachers, lecture for too much time during
the 100 minute period, in your opinion?” Here is what they said (Figure 18 below). The
thirty students had a combined number of 143 block teachers. Many of these of course
would be the same teachers for these students. The number of these 143 block teachers,
that the students believed lectured for too much time during the period, was 40. That is
just under 30%.
Affect of Schedule on Student Learning
Figure 18
37
Student Opinion About How Many Of Their Block
Teachers Lecture For Too Much Time
28%
72%
Teachers Who
Lecture For Too
Much Time
Teachers Who Don't
Lecture For Too
Much Time
The responses, from the other interview questions, were very similar to and corroborated
the responses that students gave during the survey questions and the essay questions.
Essay responses from 2006-2007:
During the 2006-2007 academic school year, my 16 honors physics students who were in
the 7th period class, wrote down (full page) responses to the following question; “What is
the difference in attitude you have between being in a block class, versus being in a 7th
period class that meets everyday?” This group of students was not compared to any other
group of block physics students. However, I asked them to respond to the question
above, so that additional data could be obtained that would shed light on what students
feel about learning in a 7th period class. First, here is the breakdown of what these 16
students preferred when comparing a 7th period class to a block class (Figure 18). A
majority of these students (10 out of 16 students or 63%) preferred the 7th period physics
to a block physics class. Only a small number, (3 out of 16 students or 19%) would have
preferred to be in a block physics class. The remaining students (3 out of 16 students or
19%) stated that it made no difference to them, and that the time factor was not the most
Affect of Schedule on Student Learning
important factor for affecting their attitude towards physics, but it was other factors.
38
These results are shown in Figure 19 below.
Figure 19
Preferences Of 7th Period Students From 2006-2007
12
10
10
8
7th Period Students From
2006-2007
6
4
3
3
Prefer Block
Period
It Makes No
Difference
2
0
Prefer 7th
Period
Some of the essay responses that these 7th period students (from 2006-2007) wrote in
May 2007, are listed below:
E1
(prefers block) “I prefer block classes because we have more time to go in depth
on a subject and still have time for questions.”
E2
(prefers 7th period) “Block classes tend to cause boredom in students, but 7th
period usually counters such effects.”
E3
(prefers 7th period) “Meeting everyday bonds the relationship between each other,
including the teacher, and helps all of us to enjoy learning (especially physics!).”
E4
(prefers 7th period) “The repetition is very helpful and helps to keep the
information fresh in my mind.”
E5
(prefers 7th period) “ If one has a shorter attention span, it is easier to grasp the
information given.”
E6
Affect of Schedule on Student Learning
39
th
(prefers 7 period) “Labs are better in 7 period because when we stretch it out
th
over two days, you can go home and study it if you don’t get the first half of the
lab, but in a block period, there wouldn’t be any time to think about it.”
E7
(prefers 7th period) “Personally, my liking of my teachers plays an important role
in my attitude towards a class. When I frequently see my teacher, every day, my
enthusiasm and efforts in the class are affected. When I like my teachers more, I
enjoy the subject more and I feel more comfortable in voicing my opinions and
questions.”
E8
“My attitude depends more on the subject as opposed to the amount of time in
class.”
E9
“High school science students should experience the challenge of various settings
(and schedules) to gain experience for working later in the real world.”
Affect of Schedule on Student Learning
CHAPTER V
40
DISCUSSION
Overview of the Study
The big question I asked was: “How Is A Student’s LEARNING Affected By Their
School Schedule? In order to answer this big picture question, I asked more specific and
smaller questions, whose results combined to provide an answer to the big question.
These smaller questions were:
1.
Which type of schedule did students prefer?
2.
Which type of schedule was better for a student’s learning?
3.
What impact did “schedule” have on the focus or attention span of students?
4.
Was there sufficient time in class to understand and comprehend the concepts
presented?
5.
How were laboratory experiments impacted?
6.
How did their schedule impact their relationship with their teacher?
7.
How were their performances on tests impacted by their schedule?
Here is how I obtained my results. I asked my physics students about 30 multiple
choice or essay questions from a questionnaire. I also interviewed each of the students in
a one-on-one interview, recording what they told me. I also examined their tests scores
from September 2007 through March of 2008.
Summary of the Findings
Here is what I found. I begin with the last question. The variations in the test scores
from both groups (Group A from the 7th period class, and Group B from the block
classes) showed no statistical significant differences in the results of their physics test
Affect of Schedule on Student Learning
41
scores over the entire year. For 2 tests out of 8 tests given, traditional students performed
better than the block students. For 5 tests out of the 8 tests, block students performed
better. Though the block students outperformed traditional students on tests more of the
time (63% of the time), the difference was on average, only 3 percentage points higher
and these differences were not statistically significant.
I did find a significant difference in opinion between the two groups for only two of the
remaining six questions that were asked of them. Also I found that the type of schedule a
student had, did impact only a small number of students.

Most of the 7th period students preferred their 7th period class, while only about an
equal number of block students preferred their block schedule.

Most of the 7th period students believed that their schedule was better for their
learning, while an equal number in the block schedule believed that their schedule
was better for their learning.

An EQUAL number of students from each group believed that they could focus
and pay attention in the type of schedule they were in.

A large and again almost EQUAL number of students from each of the two
groups believed that there was sufficient time in class for them to understand and
comprehend the concepts presented in class.

When students were asked whether they thought that there was sufficient time in
class to complete laboratory experiments, there was a significant difference in
their responses. Most of the 7th period students felt they did not had sufficient
time, while most of the block students did feel they had sufficient time in class for
experiments.

Affect of Schedule on Student Learning
42
There was again a significant difference in the responses from the two groups to
the question of how the schedule impacts their developing rapport with their
teacher. Most of the 7th period students believed that their schedule helped them
to develop rapport with their teacher, while an EQUAL number of block students
believed that their coming to class every other day, hindered developing rapport
with their teacher.
Results from the essay responses and the interview responses:

Many students in both groups believed that having class for 100 minutes in a
block schedule, is too much time and it makes it easier to “tune out” and not pay
attention.

Both groups of students felt that it is easier to forget material, when meeting every
other day.

Most of the students in the traditional schedule often felt rushed, and that more
time would be helpful, when it came to lectures, tests, and laboratory experiments.

Most students agreed that daily interaction with the teacher helps them to
remember concepts more easily and increases the rapport between them and the
teacher.
Conclusions
What do these results mean? The most important thing that I found from this action
research on my students was that there really were not any important differences for the
students in how they learn in a block schedule versus how they learn in a traditional
classroom. This surprised me because I did expect to find some significant differences
more of the time. I was not able to say, before the study, which group I thought would be
Affect of Schedule on Student Learning
43
impacted more by their type of schedule. The results of my findings also told me that
MOST students are able to adapt to their environment (or type of schedule), and will
learn, how to learn, in either type of schedule.
It also became evident that differences do exist among the students in the ways they learn
best. Just as there are kinesthetic learners vs. auditory learners, etc., some students were
better able to focus for longer periods of time in class, and were able to engage more
deeply in a topic for a longer period of time, than some of the other students. The
students who have a shorter attention span, simply cannot focus for an extended period of
100 minutes at a time and therefore would function better in a shorter 7th period type of
schedule.
Recommendations
One recommendation is that teachers who teach specifically in a block academic class
(which is the majority of teachers at my school) need to become more AWARE of the
types of students they have. That is, how many of our students have short attention
spans, etc. Maybe this can be done through a student questionnaire given to students at
the beginning of the school year. The results of the questionnaire could be shared with
the other teachers of these students. Having this information might help me to be able to
modify my teaching style, when appropriate, to be more in line with the needs of my
students.
The usefulness of the information that I learned, for my own classroom, is that I have
realized the importance of introducing short and more frequent breaks in my block
classes. It is sometimes difficult to observe when a student is tuning out, since they
might be looking right at the teacher, but thinking of something else, instead of what is
Affect of Schedule on Student Learning
44
being discussed. Also, I have seen the value of mixing up the activities that go on in a
block classroom, with a variety or types of activities. By activity I simply mean an item,
such as lecturing, or working on problems, or seeing a demonstration, or having a student
help with a demonstration, etc. I have also learned from the interviews with my students,
especially the 7th period students, the importance of introducing a short break halfway
through the 50-minute period. Even these students can lose their focus in this time frame,
especially since it occurs at the end of a long day. This result surprised me because I
thought students would be able to go non-stop for 50 minutes, since it is a shorter period,
compared to the block classes.
Limitations of the Study
One limitation of this study was that the sample size of 30 students (two groups of 15
students) was somewhat small. A larger sample size would provide more reliable
information. Though there were more block students available, the limiting factor was
the number of 7th period students, since I matched block students with these students, on
a one-to-one basis.
Another limitation was that the opinion of students in the traditional class, could have
been influenced by the fact that their class was at the end of the day, when students are
tired and anxious to go home. If a traditional 50-minute class were in the middle of the
school day, its influence could have been better evaluated.
Another limitation was that the class size of period 7 was small (sixteen students) while
the class sizes of the block classes was much larger (33-35). This could have an
influence on their opinions about the various research questions.
Affect of Schedule on Student Learning
45
Another limitation was that the sample of block students came from two different times
of the day, whereas the traditional sample group was only at the end of the day. On the
other hand, having block students from two different times of the day, (8 from the
morning class and 7 from the afternoon class) may have helped to reinforce the
credibility of their data. Seeing similar results in both time periods removed the
possibility that the results were just influenced by the time of day.
Something that may have hindered seeing any statistical difference in the test results of
the students was that there were 12 test scores missing from students who had transferred
into the class at the beginning of the semester, from another teacher. I chose not to use
these test scores since the tests from the other teacher, would not have been identical to
the tests that I used. Another factor to consider, which I don’t believe is a limitation, is
that the two groups studied both contained science (physics) students. This was of course
important, so that another variable was not introduced. Further study of other groups of
students, who are not science students, would be interesting and could provide
reinforcement to which type of schedule is best for a student’s learning. It could also
prove interesting to study other groups of science students of another teacher, or even
keeping the teacher the same, but studying science students who are taking a different
science, such as chemistry.
Affect of Schedule on Student Learning
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Science Education, 29(9), 1065.
Weinburgh (1995) Gender differences in student attitudes toward science: a meatanalysis of the literature from 1970 to 1991, Journal of Research in Science Teaching,
32(4), 387-398.
Williams, C., Stanisstreet, M., Spall, K., Boyes, E & Dickson, D. (2003) Why aren’t
secondary students interested in physics?, Physics Education, 38(4), 324-329.
Woolnough, B. (1994) Why students choose physics, or reject it, Physics Education, 29,
368-374.
Zepeda, S., & Mayers, R. (2006, Spring). An Analysis of Research on Block Scheduling.
Review of Educational Research, 76(1), 137-170.
Affect of Schedule on Student Learning
Appendix
Table 5
49
Period 7 Student Test Scores
(The A tests are from the Fall Semester. The B tests are from the Spring Semester.)
Student
#
1
2
3*
4
5*
6
7
8
9*
10
11
12
13
14
15
16#
17#
18#
Test
#1A
25
18
----25
26
20
26
15
28
25
24
27
21
24
14
26
22
13
Test
#2A
44
36
----39
38
38
40
32
38
40
43
43
39
41
34
42
41
29
Test
#3A
44
34
----33
42
33
39
34
34
40
35
44
35
34
23
46
38
30
TEST
VALUES
30
45
49
Test
#4A
69
ex
----57
61
43
57
56
59
55
63
71
54
ex
57
71
65
40
75
Test
#1B
20
17
18
20
20
17
21
18
21
18
16
17
19
----17
----------
Test
#2B
33
21
35
28
32
20
29
31
20
29
22
31
26
----19
----------
Test
#3B
31
28
32
30
31
14
31
30
29
29
29
31
27
----29
----------
Test
#4B
40
25
41
41
38
28
40
35
37
37
34
43
37
----29
----------
21
35
32
45
Students marked with an asterisk (*) are students that transferred into the period 7 class
from a block class, at the beginning of the spring semester.
Students marked with the number symbol (#), are students that transferred out of the
period 7 into a block class at the beginning of the spring semester.
Table 6
Student #
1
2
3
4*
5
6
7
8
9
10
11
12*
13
14*
15
16
17
18#
TEST
VALUES
Affect of Schedule on Student Learning
Block Student Test Scores
Test
#1A
22
20
21
-----22
26
27
18
23
27
17
-----23
-----21
22
27
26
30
Test
#2A
41
37
39
-----36
42
39
37
42
45
28
-----40
-----36
38
45
38
45
Test
#3A
39
32
36
-----30
48
38
46
43
45
23
-----36
-----36
34
44
42
49
Test
#4A
64
56
60
-----63
74
61
59
68
73
50
-----58
-----55
44
71
61
75
Test
#1B
21
14
19
19
18
20
19
19
20
20
16
19
15
19
18
18
18
------
Test
#2B
32
28
28
30
23
34
29
20
31
33
17
34
30
26
27
22
33
------
Test
#3B
23
28
23
31
24
31
24
26
31
29
23
32
23
24
24
28
28
------
21
35
32
50
Test
#4B
39
32
36
41
32
45
37
40
39
43
23
34
42
31
35
36
43
-----45
Students marked with an asterisk (*), are students that transferred into the block class,
from the period 7 class at the beginning of the spring semester.
Students marked with the number symbol (#), are students that transferred out of the
block class into the period 7 class at the beginning of the spring semester.
Affect of Schedule on Student Learning
51
This is the question/essay survey that was given to all of my physics students. Part of this
papers’ data was collected using this survey.
Student Survey
Note to Student:
The purpose of these survey questions is to obtain some data and information from you,
my students that will help me to answer my “Action Research Question” for my Masters
Program in Science Education. I am interested in the perceptions and points of view of
students who are either taking honors physics in a block period (of 100 minutes every
other day) or taking honors physics in a traditional 50-minute period that meets every
day. A few of you have transferred from the traditional period 7 class into a block class
or vice versa. I am particularly interested in your views since you have been in both
types of classes.
I am interested in finding out how the type of schedule you have (block or traditional)
affects you in your physics class. Here is the Research Question I am addressing:
What differences are there for physics students, who are in a block schedule
versus those who are in a traditional daily schedule, in terms of attitude and
engagement, and comprehension and performance?
Remember that we are focusing just on the influence that the schedule has on your
learning and how this impacts your homework and your level of engagement, etc.
The categories that I will address will be the following:
LECTURES
HOMEWORK
ATTENTION SPAN
CLASS EXPERIMENTS
STUDENT/TEACHER RAPPORT
Today’s Date _____________
Your Student I.D. number
Your current grade level:
9th
10th
11th
___________
12th
Is your current honors physics class a block period or during period 7?
Block Period
Did you transfer from a block class to a period 7 class or vice versa?
Period 7
__________
Affect of Schedule on Student Learning
GENERAL QUESTIONS
52
___1. How many times have you had any academic class during period 7?
A)
B)
C)
D)
E)
I have not yet had an academic class during period 7
This year’s Honors Physics is my first one.
This year is my second time.
This year is my third time.
This year is my fourth time.
___2. How much would you say that you like the subject of Physics?
A) Very much
B) Somewhat
C) Not very much
D) Not at all
___3. What grade did you earn last semester in Honors Physics?
A) A
B) B
C) C
D) D
E) F
___4. If you had a choice between the following two choices, which would you prefer to
have for learning physics?
A)
Having physics every day for 50 minutes, in a period 7 class.
B)
Having physics in a block schedule meeting every other day for 100
minutes?
5. Explain your choice from the previous question. Why do you prefer the schedule
that you selected?
___6. Do you feel that the amount of time in class (50 minutes), is enough time for
you to understand and comprehend the concepts that are presented in class?
A)
B)
C)
Yes, usually this is enough time
No, usually this is not enough time
Sometimes there is enough time, and other times there is not.
___7. Do you feel that it would be better for you to learn in a block schedule (longer
time in class) than in a 50 minute class that meets every day?
A) Yes, the 100-minute block schedule would be better for my comprehension
B) No, the 100-minute block schedule would not better for my comprehension
___ 8. Do you believe that the amount of time available in class (50 minutes) makes
NO difference to you in your comprehension and how well you learn? In other
words, you could learn equally well in either schedule.
A)
It makes NO difference to me. Either schedule would work for me.
B)
It does make a difference to me. The schedule impacts my learning.
Affect of Schedule on Student Learning
53
___ 9. Do you feel that the amount of time available in class impacts your teacher and
how well he teaches his students? In other words, in your 50 minute class, is the
amount of time used efficiently by the teacher?
A)
Strongly Agree
C)
Disagree
B)
Agree
D)
Strongly Disagree
___ 10. Would you prefer to come to class every day (traditional schedule) or would you
prefer to come to class every other day (block schedule), if you had a choice?
A) Every Day
B) Every other day
11. Explain why you chose the answer to the above question.
LECTURES
___12. Do you feel that the amount of lecturing you get in your physics class is. .
A)
B)
C)
Just the right amount.
Not enough.
Too much lecturing.
___13. Do you feel that, in general, the number of topics or concepts that are presented
to you during the class period, is the right amount and manageable for you?
A)
Strongly Agree
C)
Disagree
B)
Agree
D)
Strongly Disagree
___14. Do you feel that there is sufficient time during class, for you to ask questions of
the teacher regarding the concepts that were introduced to you?
A)
Strongly Agree
C)
Disagree
B)
Agree
D)
Strongly Disagree
___15. At the end of class, do you feel that there was enough time for you to understand
the material or the concepts that were introduced?
A)
Strongly Agree
C)
Disagree
B)
Agree
D)
Strongly Disagree
Affect of Schedule on Student Learning
___16. Being in a traditional honors physics class, do you feel that meeting for 50
minutes every day is the type of class that is best suited for you and your
learning?
A)
Strongly Agree
C)
Disagree
B)
Agree
D)
Strongly Disagree
54
HOMEWORK
___17. Being in the daily period 7 class, when do you begin your assigned homework?
A)
B)
C)
At home in the evening, on the same day that I had class.
The next day during my study hall period.
If I am given two days to complete the homework, I start it on the second
night.
___ 18. Do you feel that the amount of homework assigned to you is too much, not
enough or just the right amount of homework?
A)
B)
C)
Too much homework.
Not enough homework.
Just the right amount of homework.
___ 19. How strongly do you feel that after doing the homework that is assigned, it
has helped you to understand the physics concepts you were taught?
A)
Strongly Agree
C)
Disagree
B)
Agree
D)
Strongly Disagree
___ 20. How would you rate the difficulty level of the homework that is assigned to you?
A)
B)
C)
D)
Very difficult
Somewhat difficult
Not very difficult
Very easy
CLASS EXPERIMENTS
___ 21. Do you feel that the class experiments and activities that you are able to do in
class, help you to understand the physics concepts better?
A)
Strongly Agree
C)
Disagree
B)
Agree
D)
Strongly Disagree
Affect of Schedule on Student Learning
55
___ 22. Do you feel that the number of class experiments and activities you do in class, is
the right number?
A)
Strongly Agree
C)
Disagree
B)
Agree
D)
Strongly Disagree
___ 23. Would you prefer that more opportunities for class experiments and activities
were provided or would you prefer fewer opportunities be provided?
A) More Opportunities
B) Fewer Opportunities
C) Keeping it the same
___ 24. Do you feel that you usually have sufficient time to complete the class
experiments and that you are not being rushed?
A)
Strongly Agree
C)
Disagree
B)
Agree
D)
Strongly Disagree
25. Comment on what you would change (if anything) regarding class experiments
and activities
ATTENTION SPAN
___ 26. In your traditional period 7 physics class, do you feel that it is easy for you to
keep your attention and focus during the class, for the entire 50 minutes?
A)
Strongly Agree
B)
C)
Agree
Disagree
D)
Strongly Disagree
(Answer Either Question # 27 Or Question #28)
27. If you answered A) or B) to the above question, what would you say helps
you to keep your attention and focus, during the 50 minute class?
28. If you answered C) or D) to question # 26, what would you say would help
improve your attention and focus, during the 50 minute class?
STUDENT/TEACHER RAPPORT
___ 29. Do you feel that the amount of time that is available in class is conducive to
developing good rapport with your teacher?
A)
Strongly Agree
C)
Disagree
B)
Agree
D)
Strongly Disagree
Affect of Schedule on Student Learning
56
___ 30. Do you feel that your teacher cares about your learning and how well you do?
A)
Strongly Agree
C)
Disagree
B)
Agree
D)
Strongly Disagree
___ 31. Do you feel that your teacher is concerned about you and your interests?
A)
Strongly Agree
C)
Disagree
B)
Agree
D)
Strongly Disagree
___ 32. Do you feel that coming to class every day (period 7), makes it easier
for you to develop a good rapport and relationship with your teacher?
A)
Strongly Agree
C)
Disagree
B)
Agree
D)
Strongly Disagree
(Answer Either Question # 33 Or Question #34)
33. If you answered A) or B) to the above question, why do you think that meeting
every day for 50 minutes, makes it easier for you to develop a good rapport and
relationship with your teacher?
34. If you answered C) or D) to question #32, why do you think that meeting every
day for 50 minutes, does NOT make it easier for you to develop a good rapport
and relationship with your teacher?
Thank you very much for taking the time to give thoughtful responses to these questions!
Do you have any other comments or remarks you would like to make, that may not have
been addressed in these questions? If you have transferred from period 7 to a block
period or vice versa, please comment on your view of the two different schedules.