Effects of Block vs. Traditional Scheduling on High School Science Success-Lessons from Biology Classes

• Main Authors: Irena Labak (Author), Mirela Sertić Perić (Author), Ines Radanović (Author)
• Format: Book
• Published: MDPI AG, 2020-08-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.3390/educsci10080209; 2227-7102
• Keywords: student achievement; student performance categories; class scheduling; prior knowledge; Education; L
• Source: Education Sciences, Vol 10, Iss 8, p 209 (2020)

Many studies investigate the effects of block vs. traditional class scheduling on the students' success in high-school science classes. However, it is rare for studies to investigate the interactive effect of class scheduling and students' average performance on the students' success. We investigated how block (B) vs. single (S) class scheduling, students' average performance and their interaction affect students' success in high school biology course. The study included 281 high school students (1st to 4th grade; 124 students from S-, 157 from B-scheduled classes) participating in: (1) first written exam conducted to evaluate students' initial knowledge; (2) teaching in block- vs. single-scheduled classes; (3) second written exam conducted to assess students' achievement after block- vs. single-scheduled classes. Block-scheduled classes improved students' performance in 3rd grade only. In 1st and 2nd grade, students from single-scheduled classes achieved better results. In 4th grade, there was no significant difference in success among block- vs. single-scheduled classes. Block-scheduled classes did not affect students' success equally across all student performance categories. When estimating the effects of class scheduling on students' success, students' age, prior knowledge, overall performance and complexity of educational topics should be considered.