Evaluation of a Year-Round Junior High School Operation

Young, Raymond J.; Berger, Donald E.

doi:10.1177/019263658306745910

Cited by 5 publications

(3 citation statements)

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“…The major reasons listed by the administrators were the difficulty in scheduling students and the lack of adequate clerical and computer support (Young and Berger, 1983).…”

Section: Round Educationmentioning

confidence: 99%

Year-Round Education: The Controversy and Research Evidence

Peltier

1991

NASSP Bulletin

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“…The major reasons listed by the administrators were the difficulty in scheduling students and the lack of adequate clerical and computer support (Young and Berger, 1983).…”

Section: Round Educationmentioning

confidence: 99%

Year-Round Education: The Controversy and Research Evidence

Peltier

1991

NASSP Bulletin

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“…Also, Skirbekk (2006) assessed how the duration of primary and secondary schooling affects student performance in the final year of secondary school in Switzerland and concluded that there was no significant impact of the school duration on student performance in mathematics and science tests scores. Young and Berger (1983), Pittman, Cox, and Burchfiel (2010) who also studied the changes in achievement that can be expected from extending the school year found out that extending the school year will not result in improved or better academic performance.…”

Section: Items 3 Years 4 Yearsmentioning

confidence: 99%

The Duration in School and Academic Performance: A Comparative Study of the Three and Four Year Senior High School Education in Ghana

Kwofie¹,

Kwofie²

2018

ijird

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This study investigated the duration in school and academic performance. This was a comparative study of the 3 and 4-year education duration in Ghana. The purpose of the study was to determine which of the two durations of SHS (3-year or 4-year) had positive influence on students' academic performance, in the three selected schools. The quantitative method was used for the study. A population of 5836 students and 149 teachers who taught both the 3 and 4-year SHS students and 3 headmasters were drawn from three schools in Central Region via census, purposive sampling techniques respectively. The documentary checklist and structured questionnaires were used to collect the data. The raw WASSCE scores of 5836 students and the questionnaire data were analysed quantitatively with SPSS. One research question and two hypotheses were formulated to guide the study. Mean and standard deviations, frequencies, independent and paired sample t-test, and oneway were used to analyse the data. The major findings of the study were that the duration of schooling has a positive effect on students' academic performance and the 4-year cohorts of students performed better than the 3-year cohorts. The MOE and GES should consider the 4-year duration as a better suited duration for SHS education in Ghana and should therefore be implemented again.

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“…Formative Experiences in Kansas, Colorado, andOklahoma, 1947 to 1955 After service in World War II, during which his Army unit liberated a Nazi death camp, Young used his GI Bill education benefits to complete his formal education. He earned his associate's degree at Iola Junior College (now Allen County Community College) and his bachelor's (1948) and master's (1949) degrees at Kansas State Teachers College-Pittsburg (KSTC-P), where his thesis examined practices in secondary school libraries in eight Kansas school districts (Young, 1949), a subject of interest 35 years later (Young & Berger, 1983).…”

mentioning

confidence: 99%