Evaluating the Impact of Block Scheduling Mathematics at the Palmerton Area Junior High School
Document
Item Description
A Doctoral Capstone Project
Linked Agent
Author: Heaney, Daniel J.
Associated name (asn): Pennsylvania Western University of Pennsylvania. Department of Education.
Date Issued
2024-08-02
Abstract
This study evaluates the effectiveness of block scheduling in mathematics at Palmerton Area Junior High School (PJHS). Implemented in 2018-2019 to address poor student performance, the modified Block Schedule provides students with 90 minutes of daily mathematics instruction. Despite this significant change, no formal evaluation has been conducted until now.
The study aims to answer the following questions: How did the Block Schedule affect student grades during marking periods and at the end of the year? Did it influence the number of students scoring Advanced or Proficient on the Mathematics PSSA? How did math grades compare to other subjects taught traditionally? What was the impact on student discipline and attendance?
Data from PJHS’s student information system, including grades, PSSA scores, attendance, and discipline records, were analyzed. The comparison covers three years of the Traditional Schedule and four years of the Block Schedule, using statistical methods to evaluate the data.
Results indicated improvements in mathematics achievement under the Block Schedule, with higher marking period and year-end grades, and an increased number of students scoring Advanced or Proficient on the Mathematics PSSA. However, no significant changes were observed in discipline referrals or attendance rates.
The study provides insights into the academic benefits of block scheduling in mathematics and offers recommendations for further research.
The study aims to answer the following questions: How did the Block Schedule affect student grades during marking periods and at the end of the year? Did it influence the number of students scoring Advanced or Proficient on the Mathematics PSSA? How did math grades compare to other subjects taught traditionally? What was the impact on student discipline and attendance?
Data from PJHS’s student information system, including grades, PSSA scores, attendance, and discipline records, were analyzed. The comparison covers three years of the Traditional Schedule and four years of the Block Schedule, using statistical methods to evaluate the data.
Results indicated improvements in mathematics achievement under the Block Schedule, with higher marking period and year-end grades, and an increased number of students scoring Advanced or Proficient on the Mathematics PSSA. However, no significant changes were observed in discipline referrals or attendance rates.
The study provides insights into the academic benefits of block scheduling in mathematics and offers recommendations for further research.
Resource Type
State System Era
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Institution
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