| 說明 |
132 p |
| 附註 |
Source: Dissertation Abstracts International, Volume: 73-08, Section: A, page: |
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Adviser: Constance Pearson |
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Thesis (Ed.D.)--Liberty University, 2012 |
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This study examined the difference between the number of overall students, African-American students, and students with disabilities on a semester 4 x 4 block schedule who were proficient on the North Carolina Biology End-of-Course Test and the number of the same group of students on a traditional 45-50 minute yearlong schedule who were proficient on the NC Biology End-of-Course Test in the state of North Carolina during the 2009--2010 school year. A causal-comparative design was used and three null hypotheses were tested using chi-square analysis. Archival data was used. The results showed that there was a significant association between the number of the overall students and African-American students who were proficient on the NC Biology EOC Test when taught biology on a 4 x 4 semester block versus a traditional schedule. However, no statistically significant relationship existed between the number of students with disabilities who were educated on 4 x 4 semester block schedule and those students with disabilities who were educated on a six or seven period traditional schedule in biology. Suggestions for further research are included |
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School code: 1052 |
| Host Item |
Dissertation Abstracts International 73-08A
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| 主題 |
Education, Tests and Measurements
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African American Studies
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Black Studies
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Education, Secondary
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Education, Sciences
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0288
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0296
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0325
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0533
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0714
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| Alt Author |
Liberty University. School of Education
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