Date of Award

1-1-2010

Document Type

Campus Access Dissertation

Department

Educational Leadership and Policies

Sub-Department

Curriculum and Instruction

First Advisor

Susan Schramm-Pate

Abstract

This causal-comparative study investigates the differences in the End of Course Examination Program (EOCEP) test scores of ninth grade students in English I and Algebra I / Math for the technologies, as influenced by schedules used in South Carolina public high schools during the 2005-2006 academic year. Framing this study is the previous investigation done by Lewis, Dugan, Winokur and Cobb (2005) and Farmer (2005). Using a nonexperimental quantitative research methodology with a factorial analysis of variance (ANOVA) to determine significance, this study analyzes the main effect of three types of schedules; 4 x 4, AB, and traditional. The interactive effects of demographic co variables of ethnicity, SES, and gender on EOCEP scores are explored. Overall, results were mixed for the scheduling effects at the .05 level. In terms of demographic data however, no significant differences were found when controlling for race.

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