THE EFFECT OF BLOCK SCHEDULING ON MATH AND SCIENCE ACHIEVEMENT IN THE HIGH SCHOOL CLASSROOM

AUGUST 14, 2006

SOUTHERN HIGH SCHOOL
RACINE, OHIO
740-949-2611

CARLA SHULER   

ANN OHLINGER   

KIM ROMINE 

A Collaborative Study Investigation (CSI) team funded and supported by the South Eastern Ohio Center for Excellence in Mathematics and Science (SEOCEMS) made possible through the generous support of the Ohio Board of Regents, Columbus, OH.

ABSTRACT

This project investigated a modified school schedule block to determine if increased “time on task” improved OGT (Ohio Graduation Test) scores.  The treatment occurred during the 2005-2006 school year.  Test scores of the treatment group were compared to the base line established from the sophomore class results (2004-2005 school year).  With the assistance of the high school principal, a block schedule was constructed to involve only tenth grade students in Geometry and Advanced Biology for the 2005-2006 school year. Surveys were designed to supplement test data and focused on student attitudes and current “knowledge” regarding block scheduling.
The results from the 2006 OGT revealed substantial improvements over scores from the prior year.  Students enrolled in both courses of the modified block showed significant improvement (over the 2005 students) in the numbers of earning Accelerated or Advanced status, with a comparable reduction in the number of students who scored as Basic/Limited or Proficient levels on the test.
This pattern of advancement encouraged the investigators to probe into factors and conditions that supported student gains.  The teachers maintain that changes in attendance, quality of student work, increases in class participation, and improvements in pupil attitudes were attributed to changes in teaching methods, which were nurtured by extended time on task, reduced teacher preparations and reductions in teaching load across the school year.  
 

Introduction

According to the literature, there doesn’t seem to be any “one” way to increase student “time on task” in high school mathematics or science.  The literature does indicate that there are many ways of constructing some type of modified block as an approach to afford teachers multiple strategies for improving pupil performance to result in improved test scores.  As well, the literature reports that some schools tried a block and then reverted to a traditional schedule.  One reason for this seems to be that teachers did not change their instruction to achieve a better fit with the purpose and opportunities available to improve learning.  Some schools, however, thrived with a block schedule, and those schools appeared to place priority on learning over teaching.
With the establishment of the Ohio Graduation Test (OGT) came the need to prepare better our tenth graders particularly in the areas of science and mathematics.  Our mathematics and biology teachers thought that a longer class period in these subjects would give our students more time to work on extended-response and short-answer problems, hence, help to improve their preparation for higher-level performance on the OGT.  With a modified block model the potential existed to increase time and quality of student investigations, particularly through cooperative learning activities, a key for improving student performance.  Our biggest problem was getting other teachers to “buy into it”.  Our principal was willing to help us establish a “block” that we could implement involving only the Geometry/Biology 2 students.  Our plan was implemented at the beginning of the 2005-2006 school year.

The total male student population was 120 and the total female student population was 109 for a total student body population of 229 students.  Of these students, 96 were on free lunch and 20 were on reduced lunch which amounts to 51% of the student body.  
The projected number of students who would possibly be in our blocked Geometry and Biology 2 class was the 69 students who would be sophomores during the 2005-2006 school year.  Many of these students were disadvantaged in multiple ways.

Statement of the Problem

Our problem was to determine if utilizing a blocked schedule for Geometry and Advanced Biology students would increase student achievement, problem-solving techniques, attitudes toward math and science, attendance and in-class participation.  We would use the results of the Ohio Graduation Test class, surveys, and structured classroom observations to determine if increases had occurred.

Methodology

Our investigation team consisted of one college professor, and three high school teachers.  The team examined research concerning ways to increase time on task in the areas of science and mathematics for the improvement of achievement in general, and OGT scores specifically.  We also discussed possible ways of devising and implementing a design that would work for our specific school setting.  Our design consisted of instituting a double or blocked period (84 minutes) for Geometry and Advanced Biology.  The class of students would be divided into two sections.  Students in section A would take Geometry the first semester and Advanced Biology the second semester.  The students in section B would take Advanced Biology the first semester and Geometry the second semester.  In addition to our team of teachers, the major participants would be the students in the tenth grade during the 2005-2006 school year.  Students in the 2004-2005 Geometry and Advanced Biology classes were used to establish a baseline by completing a survey regarding their attitudes toward a block format and whether they thought it would help them increase their learning of mathematics and science. 

Procedure

We compared OGT results for tenth-graders in the spring of 2005 with the OGT results for tenth-graders in the spring of 2006.  We matched grades, motivation factors, and background in an attempt to determine if the blocked group (tenth-graders in the spring of 2006), who had had more time to experiment and discover, actually performed better on the OGT.
Due to financial considerations of the school district, we were unable to implement this on a school-wide scale.  We decided to use only the Geometry/Biology 2 students.  We felt these to be the most important subjects on which to focus because these subjects were primarily taken by tenth graders who took the OGT the following spring.  The school principal had the task of making sure all other subjects normally taken by sophomores could still be scheduled.  After rearranging courses, the following design was devised.  The geometry course and the biology 2 course ran concurrently during periods 5 and 6.  At the beginning of the second semester, the group of students in the two-period geometry class was placed in the two-period biology 2 class.  Likewise, those students who took the two-period biology 2 class first semester then took the two-period geometry class second semester.

According to articles read in preparation for the rationale and design of an extended-time schedule, there seemed to be no single model that filled the needs for our particular situation.  The vast majority of the studies do indicate that teachers must be willing to change the way they teach.  For example, spending more time lecturing without students being actively engaged in the learning task has little or no effect on student performance when instructional time is extended.  While this schedule is limited in its potential for school-wide impact, the design was “doable” for our staff and 8-period day.  We were very optimistic that the results would be favorable and exciting.  This, in turn, we hoped would encourage other staff members to want to be a part of this type of scheduling.  Since change is a difficult topic for most staff members, we further felt that keeping the changes minimal so that few “upheavals” would occur initially would better serve to motivate bigger changes the next year.

Results

We compared OGT results for tenth-graders in the spring of 2005 with the OGT results for tenth- graders in the spring of 2006.  We matched grades, motivation factors, and background in an attempt to determine if the blocked group (tenth-graders in the spring of 2006), having had more time to experiment and discover, actually performed better on the OGT.  We also determined student attitude from surveying them on their knowledge of a block schedule.  Table 1 reports the perceptions of the freshmen destined to become the beneficiaries of our treatment planned for their sophomore year. Table 2 provides a contrasting glimpse of student perceptions obtained from the baseline group of sophomore students.

Table 1:  2004-2005 FRESHMEN SURVEY (n=41)

Of the 41 freshmen surveyed, 21 students offered written comments (Table 3).  Of these, 67% were in favor of a blocked math/science period.  They felt the extended class would increase their learning by giving them more time on task while lessening their homework load since I would not be taking both Geometry and Biology 2 at the same time.  However, 10% of the respondents were not in favor of the new schedule.  They felt it would be too long of a time to sit in one class.   It would be boring for them.   As well, 23% of the freshmen expressed no preference.

Table 2:  2004-2005 SOPHOMORE SURVEY (Baseline, n=33)

Table 3:  FRESHMEN COMMENTS (n=41)

      Of the 33 sophomores surveyed (Table 4), 30% were in favor of the block schedule, 12% were not in favor and 58% had no opinion.  Of those students that wrote comments on their survey 71% were in favor of the block schedule.  These students felt the extended time would help them get a more complete understanding of the material.  Twenty nine percent (29%) were not in favor of the block.  Their concerns included not being able to concentrate for the longer class time and fears that the instructional methods would not be adjusted for the block schedule.  Fourteen (14) students actually commented on their surveys.  Of these, 71% were in favor of the block and 29% were not in favor.

Table 4:  SOPHOMORE COMMENTS (n=33)

The Baseline:  March 2005 OGT Results

The data below report frequencies of enrollment and are presented in the following manner.  The four OGT categories are Basic/Limited, Proficient, Accelerated, and Advanced.  “Yes” indicates that the student was enrolled in Geometry or Biology 2 during the 2004-2005 school year.  “No” indicates that the student was not enrolled in either Geometry or Biology 2. 

It can be seen that although some students were taking these classes, they still did not pass the OGT in these areas.  Of course, many factors may contribute.  However, it is our position that a block/extended time class could help those students who need a slightly different/longer period of time to develop a better understanding of the material.  For example, in Biology 2, a single period only gives time for the laboratory activity to be completed with no time for processing the findings and achieving conceptualization – those things must be delayed until the next class session, and the time delay can interfere with effective learning.  In a block schedule, time is provided for analysis immediately following the completion of the activity, not at some later date, thus extending thinking and problem-solving by the student when the activity is fresh in their mind.
      We hoped that the extended time, single semester classes would encourage more students to enroll in these subjects, perhaps increasing their test scores.  We believed that having only one semester in a class, even if the class is two periods long, might entice a hesitant student to attempt a subject they are not as proficient in or familiar with.

Treatment Results:  2006 OGT

All students in Geometry passed the OGT Math section in March 2006.  Only one student in Biology 2 did not pass the Science section of the OGT.  This student was a Vocational Agriculture student and was placed in Biology 2 without taking the prerequisite, Biology 1.  We believe this may have accounted for his failure on the Science section of the OGT.
Comparison of the 2005 and 2006 OGT Results

The number of students passing the Math section of the OGT increased by 10%.  The amount of increase for Math in the Accelerated and Advanced categories was 16%.  The number of those passing the Science section of the OGT increased by 11%.  The rate of increase for Science in the Accelerated and Advanced categories was 5%.  We attribute these improvements to the increased time and concentration the extended class period gives to the students and teachers.  Not only do the students have one less class to prepare for each school day, but also the teachers have a smaller overall student class loads making it possible for more time to be utilized for planning and preparation.

Problems Encountered

Change can bring challenges and the best plans can reveal flaws when transported from paper into action.  The investigators each struggled with mapping the curriculum to set topic priorities and to determine an effective sequence that would fit well with the one-semester of time afforded by the modified block.  The following sections provide summaries of the insights formed by the teachers with self-reports about action steps taken to confront the challenges.

Geometry

After the first semester, I realized that some things, such as certain topics and the time spent on them, had to be sacrificed to make sure that all OGT items were being addressed.   The main reason is due to the March testing date.  Topics must be chosen carefully and content must be “compressed” to cover testable material.  Even so, with the concentration on extended- response work in class, certain typical “geometry” topics must be eliminated.
     

At the end of the semester, with about two weeks remaining, we were just about to begin surface areas and volumes.  To me, these topics are very important for two reasons:  one is the potential for OGT items, and two, is the need for a good understanding of surface areas and volumes for advanced mathematics topics.  Therefore, as I looked back, I tried to decide what topics should be skipped with the hope of returning should time permit, and if any areas could be eliminated.  This semester we are learning basic constructions, but we are not spending any time on more advanced constructions; also, we are skipping truth tables and deductive logic.  We are spending more time, however, on inductive reasoning such as setting up tables and building formulas.  For example, students worked in groups determining a formula for the number of angles formed by a certain number of non-opposite rays.  I think this serves three purposes:  one, more time spent on tasks such as this helps them to feel comfortable looking for patterns; two, students are getting experience with the connection between empirical data and the need for a rule to govern the data; and three, they are working together and seeing different ways of “attacking” the problem.

We are spending more time, both semesters, on writing extended responses to many problems and on graphing figures and using the distance formula for perimeters, midpoint formula, and writing equations of lines.  Although, we develop theorems by a logical series of steps, we are not spending any time on the classic formal statement/reason type of proof.  It’s always a frustrating task for sophomores and very time consuming.  We are spending more group time on coordinate-graphing proofs.  Indirect proof also has to be sacrificed although we arrive at some of the statements we use in this manner in class.  We spent considerable time on basic right-triangle trig last semester, but I think we need to increase that time to make sure that confidence in selecting the “correct trig” is enhanced.  Law of sines will continue but I’m cutting out Law of Cosines at this level.  We will extend time spent on coordinate proof involving quadrilaterals particularly for potential extended response problems on the OGT.

One topic I have never spent a lot of time on has been transformations.  Again, this seems to be a hot OGT-able item.  And, it is a good learning area in Geometry.  So, more group time will be spent on this area this semester.  Last semester we spent time on it, but I think, having observed how much the students seemed to gain from it, we’ll do even more this semester.  Last semester was a “feeling my way” experience in terms of determining how best to help students form understandings and develop skills that will help them face the OGT, without sacrificing good old Geometry topics important for additional and advanced mathematical study.

Unfortunately, geometric probability fell past the timeline last semester, so I’m going to push that up as soon as we have the necessary background for it.  It is a great area for probability studies in general and area probabilities in particular.

Biology 2

One advantage I have in Biology 2 is that I do not have to spend much time on biology basics since these topics were covered the previous year in Biology 1. I can use these basics and develop them into units that let the students extend their scientific thinking.  However, I did encounter some of the same problems as the Geometry block as far as time management and making sure we adequately addressed the state of Ohio standards and grade level indicators in both first and second semester. Having a block class period added the needed time to include more hands on activities but I needed to make sure the activities assigned second semester used the allotted time to the fullest advantage so that students who would be tested in March would not be penalized by and “incomplete” course.
Since second semester starts in mid-January there are only eight weeks between the beginning of the semester and OGT testing week. This meant I had to choose which units to teach and also what to emphasize in those units to ensure that the second semester students were not short-changed in their biology studies before taking the OGT. To reinforce the basics of Biology 1, I developed 3 study units to be completed in the second semester prior to the OGT test week. These units were developed with the idea that we could spend a few weeks on basic biology topics while developing higher level thinking skills which the OGT Science section emphasizes. I looked at the units covered first semester and picked the ones I felt would give the students the greatest advantage. These units were adapted to encourage the students to utilize their critical and creative thinking skills. The units covered were Astrobiology, Environmental Ethics, Physiology of Addiction, and Biotechnology and Biosensors. The main problem I encountered was deciding which topics could be developed into adequate units that not only interested the students but also urged them to develop their higher level thinking and laboratory process skills. Even though teachers hate to have to "teach to the test" we do have to make sure we cover the required material. This meant that another problem was deciding which topics were the most valuable as far as helping the student pass the OGT.
 

Conclusion

We are pleased with the results of our first year with the blocked Math/Science schedule and the level of improvement in OGT scores.  We feel the results of the OGT and our own sense of accomplishment show that more time is needed per day in both Math and Science classes for students to be successful.  The results encouraged our school principal to extend the modified block schedule into the next school year, which affords us additional time to investigate the impact of our design.  One thing we would like to do to improve our study and to advance our investigation is to complete a post-test survey of the students who took the 2006 OGT for their impressions of the effect the block schedule may have had on their learning.  As we continue to utilize this type of schedule we will analyze and compare the results of not only the OGT but also our self-designed research instruments and learning activities that are used in our classes.  We have found that it is very important to help the students understand that there will be many small activities or sessions included in one day’s work.  Many times when one part of the day’s lesson plan was completed students thought the rest of the period was free time.  Students were challenged to break with habits formed during prior years and change the way they thought about instruction and learning time.  It took a few students some time to realize that different types of activities would be expected to be completed each day and that the work load for each block class session had increased from what they were used to in a single class period under the terms of a regular school day schedule.

Sources Used

Canady, Robert Lynn (undated paper). Beliefs Relative to School Policies and Grading Practices, University of Virginia, Charlottesville, VA.

Canady, Robert Lynnand Rettig, Michael D. (1995).  The Power of Innovative Scheduling, Educational Leadership,  November, Volume 53, Number 3, pp. 4-10.

Canady, Robert Lynn (presentation, 2005).  Grading Practices, Policies and Scheduling Strategies That Increase the Odds for Student Success, Presentation by, Curry School of Education, 405 Emmet Street, University of Virginia, Charlottesville, VA  22903-2495.

Coffin, Elaine M. and Seese, Laura M. (undated).  Turning Skeptics into Supporters, ENC, Torrington, Connecticut, School District

Hackman, Donald. G. (1995).  Ten Guidelines for Implementing Block Scheduling, Educational Leadership, November, Volume 53, Number 3, pp. 24-27.

Rettig, Michael D. and Canady, Robert Lynn (2003). Block Scheduling’s Missteps, Successes and Variables, The School Administrator, October.

FRESHMEN SURVEY

1.  Are you registered for the Geometry/Biology 2 block for next year?      Yes       No

2.  If you answered no, are you considering signing up for the block?          Yes       No

3.  Do you think having a class that lasts for two periods for one semester
     will help your performance on the Ohio Graduation Test?                         Yes     No

4.  Do you think having a Geometry class that lasts for two periods for one
     semester would help your performance on the Ohio Graduation Test?       Yes     No

5.  Do you think having a Biology 2 class that lasts for two periods for one
     semester would help your performance on the Ohio Graduation Test?       Yes     No

6.  Have you been in any block-type classes before?                                       Yes     No

If you would like to make any comments concerning this new format for Geometry/Biology 2, please feel free to write them below.  Thank you.

FRESHMEN SURVEY COMMENTS

I like the way classes are now.  I'd prefer it that way.  If I have a class for two periods I'm going to have to sit forever and I'm going want up and I'll get detention for have to stand up from sitting for so long.

I think it will probably be good because it will give us more time to do things and we could do more projects or labs.

I think that block-type classes are a good idea, it will probably help me and my fellow classmates do better on the OGT test by having the class for two periods.

I feel that this is a good idea and will make the OGT scores higher.

I think that this is a really good idea for the next year because we would be more prepared for the Ohio Graduation Test.  I think this was a really good idea for next year.

I won't be taking bio2 next year.  I will just be taking Geometry will I still be having Geometry for 2 periods?

I think this is a very good idea.  It is really good idea because it is hard on all of us to learn everything before the OGT.

I think that instead of going by semesters, both classes are needed for the OGT, so maybe alternating day by day 2 geometry periods, then 2 periods of bio everyone would get the same amount of bio and geometry time before the OGT.

I really think the classes in blocks will be better the prior schedule, because we won't have to juggle homework for both classes at the same time.

I would like to take Geometry the first semester.  I also think it's a good idea to have the clock classes because it gives your more time to learn about that subject.

I think the block-type class will improve more than just the OGT.   I think we will be able to take more time on one thing so that people understand it more.  I fully agree with it.

Bio 1 is very hard, and Algebra1, with two periods, bio2 and geometry should be easier.

I'm glad we decided to do the class blocking.  Because I'm really want to pass the OGT.  Because I think taking the classes will help me perform better on it.

I think that the block-type classes will help.

Having 2 periods straight of geometry for 1 semester would be the same as having geometry for 1 period all year.  Same with biology.

What about the OGT's because what if you have only been in bio and you don't know any geometry yet!

I believe that this is a good idea because you can concentrate on less things and you get more time to learn it and actually understand a lot more.

Thank you for trying to get our opinions on this situation instead of going ahead and giving it a go.

Do what Mrs. Shuler wants to do, because she knows best!

I think that the block schedule will make it better on students and homework because you will only have homework in one hard class rather than two.  This will most likely improve their performance in these classes due to more time spent on them.

Please put us in classes with our friends!

SOPHOMORE SURVEY

1.  Did you take Biology 2 this year?                                                            Yes       No

2.  Did you take Geometry this year?                                                            Yes       No

3.  Do you think having class for two periods for one semester in Biology
     would have helped you learn the material?                                             Yes        No

4.  Do you think having class for two periods for one semester in Geometry
     would have helped you learn the material?                                                Yes      No

 5. Even though you do not know your OGT scores yet, do you think
     having Geometry for two periods for one semester would have helped
     you perform better on the Ohio Graduation Test?                                      Yes     No

6.  Even though you do not know your OGT scores yet, do you think 
     having Biology 2 for two periods for one semester would have helped
     you perform better on the Ohio Graduation Test?                                       Yes     No

7.  Have you been in any block-type classes before?                                       Yes     No

If you would like to make any comments concerning this new format for Geometry/Biology 2 (even though you were not a participant), please feel free to write them below.  Thank you.

SOPHOMORE SURVEY COMMENTS

I think block classes are a great idea

I think it’s a good idea.

I think block classes could help greatly because the material would not be spread out as far.  People can become forgetful when there is one class a day, with two a day, it can help learning by having more material covered in one day.

A person’s attention span can only last so long.  Students may not be able to concentrate for 2 hours.  If you have the block schedule you take the OGT during the third 9 weeks.  That means they have ½ a semester missing of the class they are taking the second half.  They may not get all the material.  The block-type classes are a bad idea.

I think that block classes would be best for these subjects.  It would allow the teachers more time with the students, so they could get a full understanding of what they are studying to the students.

With these classes I think that if they go on for too long then students would lose interest in what they are supposed to be doing.

I believe that you could cover more material before taking the OGT.  Yes, it would help.

I feel it would be a good idea but many think it’s ridiculous.  This is because you get zoned out.  If you become zoned out then you must not care about the OCT too much.

Yes, I believe this would be a great idea.  The student will learn much more because of this.  I believe this would be a very good method for learning.

I am completely in favor of this as long as it does not hurt the “arts” in any way, shape, or form.  Also, I am in favor of this “block” as long as some of the teachers change their way of teaching.  Currently, it would be a waste for me to take science for two periods.

Having the same class for two periods would become tiring.

Having the same class for a whole two periods, a student may get tired of sitting in same room and same seat for the two periods and may lose concentration.

I think that having a block type schedule would have helped me learn more in that subject, but it might also be very boring to the students.

The block classes may help some but I think it comes right down to paying attention and willingness to learn.

.