Attitudes of high school students and teachers toward double sessions

Abstract

Questionnaires were administered to students and teachers of two high schools who had experienced both double session and regular, all day scheduling as part of their high school experiences.

Individuals were asked to respond to statements about double session schooling. Their feelings about morale, academic achievement, school spirit, social interaction, and their preference of shift were compiled.

Results showed that generally students had a more positive attitude toward double sessions than teachers. Students and teachers both showed a strong preference toward morning sessions over afternoon or all day sessions, and that school spirit, morale and social interaction did not suffer during double sessions.