Author: Beverly S.- Bacchus Publisher: ISBN: Category : Languages : en Pages : 73
Book Description
Since the inception of the No Child Left Behind Act, many initiatives have been implemented to increase academic achievement. Single-gender education is an initiative that public schools have adopted with the hope of seeing boys and girls achieve significant gains in their core classes. This study explored the achievement levels of 9 th grade girls and boys in their English I and algebra I classes. After a year of learning in single-gender classes, the students' End of Course scores were compared to the previous cohort of students who were taught in a traditional co-educational format by using an independent t-test. Scores were inputted in SPSS and analyzed. Eight research questions were formed to discover if significant differences from the co-educational year to the single-gender year existed. Results showed that there was a significant difference between the achievement of students who took single-gender English I classes compared to students who took co-educational English I classes, with single-gender English classes outperforming co-educational English classes. Results also showed that there was a significant difference between the achievement of students who took single-gender algebra I classes and students who took co-educational algebra I classes, with co-educational algebra I classes outperforming single-gender algebra I classes. Qualitative research is needed in the future to determine if teacher/ student training and perceptions of single-gender education impacted the data.
Author: Christie Alana Berg Publisher: ISBN: Category : Science Languages : en Pages : 114
Book Description
Research identifies a gender gap in mathematics and science as students progress from middle school through high school and college. Girls have inherent aptitude yet lack necessary self-confidence to continue with science studies in the upper grades. Research reveals same-sex environments may affect achievement and perception of ability. The purpose of this study was to examine how a single gender science classroom affects middle school girls' achievement and interest in science. This study was conducted using surveys and interviews of twenty-five sixth grade girls. The study included interviews of the classroom teacher and school principal. Results showed an increase in achievement, self-confidence and interest in science after participating in the all-girls class. Keywords: gender gap, females, middle school, same-sex environment, science, single-gender classroom
Author: Brock English Publisher: ISBN: Category : English language Languages : en Pages : 191
Book Description
The purpose of this causal comparative research design was to analyze the relationship between Language Arts scale scores of elementary male students on the Mississippi Curriculum Test, Version 2 (MCT2) and the type of classroom, mixed-gender or single-gender. The study also analyzed the percentage of questions answered correctly on the MCT2 in the English Language Arts sub-categories of vocabulary, reading comprehension, writing, and grammar. Archival data of 222 students was used, 100 male students in single-gender classes and 122 students in mixed-gender classes. The study was conducted in an urban elementary public school with a diverse population in northeast Mississippi. The study did not reveal any significant differences in the overall achievement of third and fourth grade males in single-gender classes compared to mixed-gender classes; however, significant differences were found in fifth grade overall scale scores in the single-gender classes. Furthermore, the study did not reveal any significant differences in the percentages of questions answered correctly in vocabulary, reading comprehension, writing, and grammar of third and fourth grade males in single-gender classes. However, significant differences were found in the overall percent correct for fifth grade reading comprehension and writing. Results indicate there is no advantage in terms of achievement in English Language Arts for third and fourth grade males in single-gender classes, but there is a moderate effect of single-gender education on fifth grade scale scores, reading comprehension, and writing. Suggestions for further research are also included.
Author: Valerie E. Lee Publisher: ISBN: Category : Academic achievement Languages : en Pages : 56
Book Description
Single-sex schooling in Nigeria benefits female, but not male, math students. More research is needed to find out why -- and why adolescent females in Nigeria do as well as adolescent males on math achievement tests (unlike their American counterparts).
Author: Beverly S.- Bacchus
Author: Christie Alana Berg
Author: Nickalous Andra Manning
Author: 
Author: 
Author: Brock English
Author: Valerie E. Lee
Author: 
Author: 
Author: Jeanette H. Elam