Determining the Impact of Block Scheduling on Leadership Involvement in the FFA

• Published in: Journal of career and technical education 2007-01, Vol.23 (1), p.7
• Main Authors: Dunigan, Anne H., Hoover, Tracy S.
• Format: Article
• Language: English
• Subjects: Advisors; Agricultural Education; Agriculture; Block Scheduling; Classrooms; Demography; Educational Change; Enrollments; Group Membership; Leadership; Learning; Learning Processes; Mail Surveys; Population; Program Effectiveness; Questionnaires; Racial Differences; Researchers; Scheduling; School schedules; Secondary schools; Student Attitudes; Student Interests; Student Leadership; Student Participation; Technical Education; Vocational education
• ISSN: 1533-1830; 1531-4952; 1533-1830
• DOI: 10.21061/jcte.v23i1.439

Block scheduling was established in response to educational reform measures and is the restructuring of the school day in longer class increments with fewer number of classes per day. The FFA, an intra-curricular component of the agricultural education, provides leadership opportunities and involvement within the classroom setting. This study assessed the impact block scheduling had on members’ leadership involvement in the FFA. Twelve schools, six on block and six on traditional scheduling, were randomly selected and 288 FFA members participated in the study. Members’ leadership involvement was measured by attainment of FFA degrees; attendance at meetings; participation in contests, conferences, conventions; and application for awards and scholarships. Few significant differences were found in members’ involvement and schedule type. Advisors of FFA chapter were interviewed to consider their influence of members’ leadership involvement. Comments made by advisors supported the literature and offered solutions to previous concerns.