The quality of student experiences in traditionally scheduled courses versus block scheduled courses at Pearl River Community College

David Scott Alsobrooks

Abstract

The purpose of this study was to determine if students at Pearl River Community College (PRCC) achieve significantly different self-reported Quality of Effort levels when enrolled in block scheduled programs than students enrolled in traditionally scheduled programs. This study focuses on Career and Technical Education (CTE) programs at PRCC in the spring of 2009. The Community College Student Experiences Questionnaire was completed by 294 (192 traditional and 97 block) students of the 672 (514 traditional and 143 block) total students enrolled in CTE programs during the term. No significant differences were found in the students' self-reported Quality of Effort levels in (a) college course activities, (b) student to faculty interaction, (c) interaction among fellow students, (d) levels in career and occupational skill preparation, or (e) overall satisfaction with the college environment.