An Examination of the Impact of Successive and Non-Successive Geometry Classes on High School Student Achievement

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dc.contributor.advisorTindal, Geralden_US
dc.contributor.authorSugg, Stevenen_US
dc.creatorSugg, Stevenen_US
dc.date.accessioned2012-10-26T04:00:53Z
dc.date.available2012-10-26T04:00:53Z
dc.date.issued2012
dc.description.abstractThis study examines the impact of successive versus non-successive scheduling of mathematics courses on the achievement of ninth-grade students in a suburban Oregon high school. The Oregon Assessment of Knowledge and Skills and student performance on the geometry course final exam were employed to compare the achievement of intact groups of students who had geometry scheduled for two successive trimesters and students who had geometry in two non-successive trimesters. An ANCOVA provides a comparison of students on pre-test and post-test performance. The results show no differences in student mathematics achievement as a result of scheduling differences after the covariate pre-test is examined. The implications are that schools may choose schedules for reasons other than improving student achievement and that scheduling does not impact student achievement.en_US
dc.identifier.urihttps://hdl.handle.net/1794/12393
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.rightsAll Rights Reserved.en_US
dc.subjectGeometryen_US
dc.subjectMathematicsen_US
dc.subjectSchedulingen_US
dc.subjectStudent achievementen_US
dc.subjectTrimesteren_US
dc.titleAn Examination of the Impact of Successive and Non-Successive Geometry Classes on High School Student Achievementen_US
dc.typeElectronic Thesis or Dissertationen_US

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