Effects of Traditional Scheduling Versus Flexible Modular Scheduling on Academic Achievement

The purpose of this dissertation was to determine the effects of gender and traditional or flexible modular scheduling participation on academic performance as measured by ACT Aspire Summative Assessment scores. Scores chosen for this study were from the 2018 10th-grade students in four Arkansas high schools. The samples were chosen from two schools participating in traditional scheduling and two schools participating in flexible modular scheduling. ACT Aspire Summative Assessment scores were used to provide the academic performance data for the dependent variable used in each hypothesis. During the spring semesters of 2018, the ACT Aspire Summative Assessment was administered to 10th-grade students across the state of Arkansas including students from the four selected high schools. For the four hypotheses, none displayed a significant interaction effect between schedule type and gender combined. Additionally, the main effect for gender type was not significant for the four hypotheses. Similarly, the main effect for schedule type was not significant for Hypothesis 3 and 4. However, the main effects of schedule type in Hypothesis 1 (Reading) and 2 (English) were significant, regardless of gender