Title

Teachers' Perceptions of 4 X 4 Block Scheduling and Student Academic Success In Two Southeastern Mississippi High Schools

Date of Award

1998

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and School Counseling

First Advisor

Edgar H. Bedenbaugh

Advisor Department

Educational Leadership and School Counseling

Abstract

This descriptive study was designed to examine teachers' perceptions of factors related to 4 x 4 Block Scheduling and student academic success. The purpose was to determine the relationship between the composite set of predictor variables: instructional strategies, depth of subject matter covered, relationship with students, instructional time, opportunities to help students, disciplinary problems and the criterion variable of student academic success. The study involved 115 high school teachers working in two high schools under the organization of a 4 x 4 block schedule for three years. Both of the participating schools had been organized in a traditional schedule consisting of six periods. Results indicated that there was a statistically significant relationship $(p = .05)$ between the criterion variable of teachers perceptions of student academic success and the composite set of predictor variables of instructional time, depth of subject matter covered, relationship with students, instructional time, opportunities to help students, and disciplinary problems. Concerning instructional strategy, teachers reported there was an increased need to vary strategies. Teachers reported covering less material but in greater depth. Teachers reported knowledge of students and rapport with them was better. Teachers reported a decrease in overall instructional time for the year and the semester but an increase for each class period. Teachers reported increased opportunities to help students. Teachers reported a strong positive influence on students' disciplinary problems. Teachers reported students experience more academic success. There was a propensity for teachers' perceptions of students' academic success to be affected by a combination of factors rather than just one specific thing. From the results of this study, recommendations were made for addition research on the topic of instructional time and teacher staff development and professional development.