Block teaching and the three A’s: attendance, attainment and attitudes

Mike Swain

Abstract


This paper examines results from a small study that looked at the relationship between intensive teaching in blocks and its impact on students’ attendance and attainment.  The research also looked at students’ perceptions of block teaching and their engagement with the taught topic, and whether the students felt that block delivery method enabled them to learn more than traditional delivery methods.  The results indicate that students prefer to be taught in the block format and that they feel more engaged.  Students’ attendance when taught in blocks is significantly improved which could contribute to attainment.  Ideas which might help inform embedded practice are listed at the end.


Keywords


Block teaching; student transition; attendance; learning outcomes; student engagement

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Copyright (c) 2016 Mike Swain

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