Effects of block scheduling on grade 12 STEM students’ academic performance in general physics 1

Block scheduling is a system for scheduling classes characterized by longer hours but less frequent sessions in a week. Literature supported its effectiveness in enhancing students’ academic performance since this schedule allows students to focus on fewer subjects each day. However, local studies supporting this is lacking. This study investigates the effects of block scheduling in the academic performance of students in General Physics 1. A hybrid block schedule was used to compare performances of two batches of Grade 12 STEM students. One batch received weekly instruction under the traditional four one-hour-per-day sessions while the other, two two-hour-per-day sessions. For comparison, the participants from both batches were paired based on their Grade 11 GWA and grades in Mathematics, and scores in the Diagnostic Test in General Physics 1. It was found that students who received instruction under the block schedule scored significantly higher in the same quarterly test (M = 31, SD = 4.04) than the previous batch who were taught under the traditional schedule (M = 28, SD = 4.42)), t(29) = 5.89, p \u3c .001. Furthermore, qualitative data obtained from written surveys and focus group interviews revealed the following: (a) provided more time for in-depth discussions of complicated topics, (b) provided learners with more variety of activities and more variety of teaching strategies for teachers, (c) increased number of accomplished assignments, (d) students’ perceived improvement of their own performance, and (e) reduced preparations for the teacher. Within the bounds of the specified research environment, this study reported the gains in using block scheduling in teaching General Physics 1