The Effects of Block Scheduling on AP Calculus AB Student Achievement

Author

Larry A. Lightner

Date of Award

1-2009

Document Type

Thesis

Department

Mathematics

First Advisor

Glen Richgels

Abstract

Student achievement on the AP Calculus AB Exam is always a concern for teachers and school districts that offer the exam. A factor of concern that also arises is a school’s schedule. A school’s schedule may have an affect on achievement. This study examines the comparison in achievement of students who take the AP Calculus AB Exam under a block schedule and a traditional schedule system. Block Scheduling is defined as a class period of 80-90 minutes with 4 periods each day, allowing a full year’s curriculum to be offered in one semester. Traditional scheduling is defined as a class period of 45-55 minutes with 6-7 periods each day, resulting in most subjects being taught for an entire year. A random sample of public schools in Minnesota that offered AP Calculus AB were contacted regarding the type of schedule used and the percent of students achieving a three or higher on the AP Calculus AB Exam. Many issues came out in the responses from schools that taught under a block system. Scores on the AP Calculus AB Exam were significantly lower for students under a block system than a traditional system. Lack of student contact time, the exam date in relation to the school calendar, and retention of information problems also were mentioned as possibly affecting the scores. The results of this study may show a valid reason for further research on the topic.

Recommended Citation

Lightner, Larry A., "The Effects of Block Scheduling on AP Calculus AB Student Achievement" (2009). Mathematics Graduate Theses. 14.
https://pines.bemidjistate.edu/thesis-math/14