Title

Differences In Student Achievement Between Secondary Students Who Received Algebra I Instruction During a Traditional Class Period and Those Who Received Algebra I Instruction During an Extended Time Block Class Period

Date of Award

1998

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Studies and Research

First Advisor

Arthur Southerland

Advisor Department

Educational Studies and Research

Abstract

The general purpose of the present study was to determine the difference in student achievement between secondary students who receive algebra I instruction in a traditional group and those who receive instruction in a non-traditional group. This study was also to determine if the difference in achievement was related to assigned grade level or course grade. The ultimate goal of this study was to provide information specifically related to achievement in algebra I that may assist school district personnel considering a change from a traditional class schedule to a non-traditional class schedule. This study was conducted in a Mississippi high school using algebra I test scores for the 1996-1997 and 1997-1998 academic years. The participants in this study were 274 ninth- and tenth-grade students who were enrolled in algebra I during the course of the study. The Mississippi State Department of Education's Algebra I test was the instrument used to determine achievement scores. The results of the study indicated that there was no significant difference in scores between students who were placed in non-traditional classes and those placed in traditional classes. However, the study indicated that the variables both independently and as a composite do have a relationship to achievement.