2019 Annual Conference

Colleges and Universities

Shared Concurrent Session (Approx. 12 or 20 minutes)

The quantitative study examines the relationship between course scheduling and student achievement as measured by multiple test results from a small, public, and teaching-based university. The results will be valuable for university administrators, faculty members, and students to make wise decisions regarding course offerings and course selections.

Undergraduate students, adult students, faculties, advisors, and administrators in higher education institutions.

At the end of this session, participants would be able to:
1. Identify the relationship between course scheduling and student achievement
2. Obtain a deeper insight into the impact of class meeting times on students' learning outcomes
3. Discuss the decision-making process of course offerings from the university administrator's perspectives and course selections from the student's perspectives
4. Discuss pedagogies regarding different types of classes to work best for students' learning process and achievement.

Universities typically schedule courses either two days a week or three days a week. As the market of returning adult students continues to expand in higher education, many traditional classes such as biweekly and triweekly classes involve adult learners as well. A set of questions have often been asked among adult educators and other university professionals: To what extent does student achievement depend on course scheduling? Do students learn more or less when courses schedule more frequently? However, there are limited studies with a focus on whether students learn more when their classes meet more often. Literature does not reach a consistent conclusion as well. Some studies indicate that students achieve better scores in the course which meet more often (Hughes Jr, 2004; Khazzaka, 1997). In contrast, Veal and Schreiber (1999) found that students sit in a longer class outperform students who attend in a shorter class. This study examines if there is a significant relationship between course scheduling and student achievement. Unlike the prior studies, the data will be collected from the same course that is taught by the same instructor. Baird (1984) argues that a large portion of unexplainable variations in grading is due to different instructors.

This session will begin with a presentation of the findings followed by a facilitated discussion and would include interactive scenarios that would encourage the audience to participate in the discussion regarding innovative pedagogies to support students' learning achievement. If the proposal were not accepted as my 1st choice Presentation Format, I would like to share my session with the presenter/proposal that is relevant to different types of course formats (e.g., traditional face-to-face course, nontraditional weekend course, online course). I would also like to share with the presenter that focuses on student achievement, student performance, and learning outcome.