The Effect of Block Class Scheduling on the Achievements of Primary School Students in Nature and Biology Classes

The objective of this study was to investigate whether the class scheduling of Nature and Biology classes in blocks results in better learning success for primary school students, and whether this depends on the average student success rate (i.e., student performance categories), age, or prior knowledge. For this study, we have assumed that block scheduling results in better success rates for older lower-performing primary-school students. The research included 773 fifth- to eighth-grade students from 14 Croatian primary schools. The students fell into two groups: one group attending 45-min Nature and Biology lessons twice a week (single-scheduled classes), and another group attending a 90-min lesson once a week (block-scheduled class). To assess the level of student learning success, all students underwent both an initial and final written exam in Nature and/or Biology, specific to each grade. The rmANOVA proved that there was a significant interaction among class scheduling, performance categories, and the initial and final written exam scores of fifth- and seventh-grade students. Such a correlation was not found among the sixth- and eighth-grade students. Our findings further indicate that students achieve better results in block-scheduled classes at the end of primary school education, and that block class scheduling does not necessarily result in improved student achievement, particularly in lower-performing students.

Students’ and teachers’ perceptions and experiences of course scheduling in undergraduate sports sciences program: An Ethiopian case study

Flexibility in course scheduling is an integral part of institutional strategies used to increase studentengagement and success, yet little research exists that examines scheduling as a key factor that determinesstudents’ experiences and educational outcomes. This study explored the undergraduate sport sciencestudents and their teachers at Jimma University, Ethiopia, regarding their experiences in semester-based andblock scheduling formats as well as their reflections and perspectives on the effectiveness of these schedulingformats for teaching and learning. For this, the study used an exploratory mixed-methods design consisting ofindividual interviews with six teachers and focus group interviews with undergraduate sports sciences studentsample (n = 40), and institutional archives of the sampled students’ cumulative grade point averages (GPAs).The study findings indicate divergent views regarding their perceptions and mixed experiences with thesemester-based and block scheduled courses. Irrespective of these, the majority of participants reported thatteachers’ missing scheduled classes, tending not to teach the full time of the class session, continual lecturing,and scarcity of instructional resources are the major challenges surrounding the implementation of bothsemester-based and block teaching. We discuss the implications of these findings for future research,implementation, and intervention design.

Effects of Block vs. Traditional Scheduling on High School Science Success—Lessons from Biology Classes

Many studies investigate the effects of block vs. traditional class scheduling on the students’ success in high-school science classes. However, it is rare for studies to investigate the interactive effect of class scheduling and students’ average performance on the students’ success. We investigated how block (B) vs. single (S) class scheduling, students’ average performance and their interaction affect students’ success in high school biology course. The study included 281 high school students (1st to 4th grade; 124 students from S-, 157 from B-scheduled classes) participating in: (1) first written exam conducted to evaluate students’ initial knowledge; (2) teaching in block- vs. single-scheduled classes; (3) second written exam conducted to assess students’ achievement after block- vs. single-scheduled classes. Block-scheduled classes improved students’ performance in 3rd grade only. In 1st and 2nd grade, students from single-scheduled classes achieved better results. In 4th grade, there was no significant difference in success among block- vs. single-scheduled classes. Block-scheduled classes did not affect students’ success equally across all student performance categories. When estimating the effects of class scheduling on students’ success, students’ age, prior knowledge, overall performance and complexity of educational topics should be considered.

Perioperative Risk of Bradyarrhythmias in Patients with Asymptomatic Chronic Bifascicular Block or Left Bundle Branch Block

Background The incidence of perioperative bradyarrhythmias in patients with bifascicular or left bundle branch block (LBBB) and the influence of an additional first-degree atrioventricular (A-V) block has not been evaluated with 24-h Holter electrocardiographic monitoring. Therefore the authors assessed the rate of block progression and bradyarrhythmia in these patients. Methods Patients (n = 106) with asymptomatic bifascicular block or LBBB with or without an additional first-degree A-V block scheduled for surgery under general or regional anesthesia were enrolled prospectively. Three patients were excluded. Of the 103 remaining, 56 had a normal P-R interval and 47 had a prolonged one. Holter monitoring (CM2, CM5) was applied to each patient just before induction of anesthesia and was performed for 24 h. The primary endpoint of the study was the occurrence of block progression. As secondary endpoints, bradycardias < 40 beats/min with hemodynamic compromise (systolic blood pressure < 90 mmHg) or asystoles > 5 s were defined. Results Block progression to second-degree A-V block and consecutive cardiac arrest occurred in one case of LBBB without a prolonged P-R interval Severe bradyarrhythmias with hypotension developed in another eight patients: asystoles > 5 s occurred in two cases and six patients had bradycardias < 40/min. Pharmacotherapy was successful in these eight patients. There was no significant difference for severe bradyarrhythmias associated with hemodynamic compromise between patients with and without P-R prolongation (P = 1.00). Conclusions In patients with chronic bifascicular block or LBBB, perioperative progression to complete heart block is rare. However, the rate of bradyarrhythmias with hemodynamic compromise proved to be relevant. Because an additional first-degree A-V block did not increase the incidence of severe bradyarrhythmias and pharmacotherapy by itself was successful in nearly all cases, routine prophylactic insertion of a temporary pacemaker in such patients should be questioned.

Alternate Strip Clearcutting in Upland Black Spruce: VII. Planning and Implementation

Planning and organization of operational strip cutting was demonstrated with a 4 500-ha study block scheduled for harvest by Domtar Forest Products during the 1986-1988 annual work schedule periods. The potential impact of two harvesting systems on road intensity and subsequent strip delineation and layout was examined. Specifically, conventional "cut-and-skid" harvesting, with maximum skidding distances of 180 m, resulted in 13.3 km of production road within the study area over and above that obtained with a fully mechanical-to-roadside system (360-m maximum skidding distance). Furthermore, the mechanical system reduced fragmentation of the cutting pattern and established relatively long leave strips, factors that should reduce volume losses from windfall and mortality. The step-by-step procedures for operational planning, layout and harvest of this proposed modified cut study area are examined and described.