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• W4313595907 abstract "The class schedule is one of the most important determinants of students’ academic achievement. In the face of a rising tide of competency-based curricula, there are calls that urge schools to reschedule class structure from a traditional mode to systems that can lend larger blocks of time. As Bhutan recently implemented competency-based curricula, it appeared quite reasonable that there should be a system that allows larger blocks of time in each class. This narrative overview was, thus, carried out to examine the trends of class schedules world-wide and provide insights, if any, to contextualize into Bhutanese setting. The study searched literature from Scopus, ERIC, and Google Scholar supplemented by random search from search engines and citations of the articles retrieved. 81 articles met the criteria for review and analysis after screening out using a set of inclusion and exclusion criteria. The practices, including traditional schedule, 4×4 block schedule, A/B block schedule, hybrid block schedule, trimester plan, Copernican schedule, interdisciplinary block schedule, and one-subject-a-day schedule appeared in most of the articles reviewed. It emerged that 4×4 and A/B block schedules are far more popular than other class schedules practiced effectively with supporting empirical evidence. Findings from this review have implications to the way the class schedules are organized in Bhutanese educational settings. The implications that need urgent attention by relevant agencies are discussed." @default.
• W4313595907 created "2023-01-06" @default.
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• W4313595907 date "2023-05-01" @default.
• W4313595907 modified "2023-09-25" @default.
• W4313595907 title "Class schedules from international practices to the Bhutanese context: A review of literature" @default.
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• W4313595907 doi "https://doi.org/10.30935/mjosbr/12806" @default.
• W4313595907 hasPublicationYear "2023" @default.
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