Examining the Relationship Between Class Scheduling and Student Achievement in College Algebra

Abstract

This study examines the relationship between scheduling (3-, 2-, and 1-day-per-week classes) and achievement in college algebra. The study is grounded in spacing effect theory, which examines how variations in the frequency and timing of instruction affect student learning, and involves 116 Florida community college students. Regression analyses controlling for student and teacher attributes show that the 1-day-per-week group consistently scores the lowest on unit tests and final examinations. The findings suggest that although many students may prefer intensive courses or compressed schedules that minimize the time they spend on campus, these scheduling options may not be optimal for learning, at least not in mathematics.