Differences in groupings of students' academic achievement, attendance and attitude as they move from a traditional to a modified 4 x 4 block schedule
Notice bibliographique
Résumé
The purpose of this investigation is to identify the differences in groups of high school students' achievement, attendance, and attitude as they move from a traditional schedule to a modified 4 x 4 block schedule. The population for this study consisted of all 10th, 11th, and 12th grade students at a high school during the 1998--1999 school year. There were four samples taken from this population, the first, second, third, and fourth quartiles of students. A survey questionnaire was used to determine student attitude. This survey was distributed to all 10th, 11th, and 12th grade students at the high school who participated in this study. Respondents were assured that their participation was voluntary and confidentiality and anonymity was maintained. Student attendance and grades were determined through official school records. The subjects for this study were those who had completed a student assent form and turned in a parental consent form. There was the potential to have over 500 subjects for this study. There is approximately a 30 percent minority population at the high school, and the gender distribution is equally balanced. No minority or gender grouping or exclusion was considered for this study. Student achievement, based on a comparison of grade point average from the 1997--1998 school year to the 1998--1999 school year, indicated a mean growth over the two year period of 0.05. The student body, as a whole, had a mean reduction in absenteeism over the two year period of 4.62 days. As a whole, the students' attitude toward the change to the modified 4 x 4 block scheduling was positive. Of the 23 indicators measured, 19 showed a more favorable response toward the change to the modified 4 x 4 block schedule. A significant result of the study is the impact the change from the traditional schedule to the modified 4 x 4 block schedule had on those students grouped in Quartile 2 (26--50%) and students grouped in Quartile 3 (51--75%). The results of the study indicate that moving from the traditional schedule to a modified 4 x 4 block schedule has a positive impact on achievement, attendance, and attitude of students.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».