This investigation is concerned with the problem of determining the variation of test achievement obtained by students enrolled on a MWF and a TTh schedule. The purpose of the study is to determine if either schedule is superior. The Ss were students enrolled in an Introductory Psychology course at North Texas State University. A t test was administered to the experimental data. The experimental hypothesis of an expected higher test achievement by students enrolled in the TTh schedule was rejected. It was concluded that test achievement for this study was not affected by scheduling.

Master of Science / Department of Industrial & Manufacturing Systems Engineering / Todd W. Easton / Westside High School (WHS) of Omaha, Nebraska utilizes a novel scheduling system called Modular scheduling. This system offers numerous advantages over the standard school day in terms of student learning and faculty development. Modular Scheduling allows teachers to design the structure of their own classes by adjusting the frequency, duration and location of each of their daily lessons. Additionally, teachers are able combine their classes with those of other teachers and team-teach. Modular scheduling also allows for open periods in both students’ and teachers’ schedules. During this time, students are able to complete school work or seek supplemental instruction with a teacher who is also free. Teachers are able to use their open mods to plan, meet in teams and help students who have fallen behind. Currently, a semester’s class schedules are constructed over the course of a seven week period by a full-time employee using a computer program developed in FORTRAN®. The process is extremely tedious and labor intensive which has led to considerable wasted time, cost and frustration. This thesis presents a novel scheduling program called the SMART Scheduler that is able to do in seconds what previously took weeks to accomplish. Once parameters have been input, The SMART Scheduler is able to create cohesive class schedules within a modular environment in less than 6 seconds. The research presented describes the steps that were taken in developing the SMART Scheduler as well as computational results of its implementation using actual data provided by WHS. The goal of this research is to enable WHS and other schools to efficiently and effectively utilize modular scheduling to positively affect student learning.

The purpose of this study was to determine if by alternating certain classes biennially the number of different teaching preparations could be reduced thus decreasing the teachers' load. The study also attempted to ascertain the effect this type of scheduling had upon the attitudes of teachers and students toward these classes. A further attempt was made to determine if mixing students from two grade levels resulted in the younger student being penalized with respect to his cumulative grade point average. The significant conclusions that can be drawn from the results follow: Teachers, generally, thought well of the project and desires to participate in it. Although some teachers expressed reservations about the project there were none that could not be removed by correcting the problems expressed. At the conclusion of the study most were in favor of continuing the project. By alternating classes biennially which were normally taught annually the class preparation load for teachers participating in the project was reduced and this basic quest of the project was, in fact, met. Students were not aroused unduly by the experimental nature of the project but sensed the need for long-range planning and increased guidance in setting up their schedules. They did not object to being combined with other grade levels in the project classes. Contrary to administrative expectations, however, the younger students did tend to receive lower marks in the project classes. Achievement progress as measured by the use of standardized tests revealed no significant difference between students in the experimental school and those students in the control school.