Semestering: Effects on Student Attitudes and Achievement

Authors

  • R. G. Stennett Board of Education for the City of London

Keywords:

semestering, mathematics education, student achievement, student attitudes, program evaluation

Abstract

In applying the methodology of the Second International Mathematics Study to monitoring of the grade 9 general-level mathematics course, it was possible to compare the performance of students in semestered and non-semestered schools. Statistical comparisons of the performance of students in 16 non-semestered and 17 semestered classes revealed no significant differences in either their attitudes or achievement.

References

Rachar, B. (1983). City general grade 9 core 1982-83. London, ON: Board of Education for the City of London.

Raphael, D., Wahlstrom, M. W., & McLean, L. D. (1986). Debunking the semestering myth. Canadian Journal of Education, 11, 36-52.

Stennett, R. G. (1982). Semestering and cycling (Report No. 82-05). London, ON: Board of Education for the City of London.

Stennett, R. G., & Rachar, B. (1985). Grade 9 general level mathematics monitoring: Overview (Report No. 85-05). London, ON: Board of Education for the City of London.

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Published

2026-10-14

How to Cite

Stennett , R. G. (2026). Semestering: Effects on Student Attitudes and Achievement. Canadian Journal of Education Revue Canadienne De l’éducation, 13(4), 497–504. Retrieved from https://cje-rce.ca/index.php/cje-rce/article/view/8385

Issue

Vol. 13 No. 4 (1988)

Section

Articles

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