Author: Rhonda Lee Hill
Publisher:
ISBN:
Category : Single-sex classes (Education)
Languages : en
Pages : 112
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The purpose of this study was to investigate the impact on students' academic achievement when served with a single-gender instructional model. Sixth grade students enrolled in single-gender classes were compared to heterogeneous classes utilizing the Measures of Academic Progress (MAP). MAP data from the fall and spring administrations were evaluated to determine academic growth. In the analysis of growth in academic achievement between groups based upon MAP scores, there was no significant difference found between academic growth and gender. While there was group variability that may have impacted achievement scores, overall growth of MAP scores and the amount of achievement was not significant at the .05 level. With all student groups achieving gains, educational setting and academic growth may be simply a matter of individual learning style and preference. Future studies should focus on longitudinal patterns of student growth, corroboration of multiple sources of data, such as student grades and additional test scores, and student perspectives of single-gender classes.
Author: Dameion J. Crook
Publisher:
ISBN:
Category :
Languages : en
Pages :
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This study compares two educational models to investigate whether differences exist in academic achievement among boys in single- gender model and those in a traditional co-gender model. Specifically, the study analyzed archival data from the State of Texas Assessment of Academic Readiness to ascertain the efficacy of single-sex education for middle school boys. A quantitative comparative research design was chosen to compare the student achievement outcomes between two educational models to determine if the single-gender model offers advantages over the traditional co-educational model. The study utilized numerical datasets archival data consisting of the STAAR reading and STAAR math scores of student samples at two different school models: one sample comprised of minority males attending a single-sex publicly-funded middle school and another sample comprised of minority males attending a traditional co- gender publicly-funded middle schools. The study results, affirm that students attending a single-sex school fared better academically than their peers educated in co-gender learning environments, are consistent with the research of Brown (2008), which evaluated the academic outcomes of a specific group of students after they were separated into single-sex classes, although in the same school, and compared their academic performance with their peers that remained in co- gender classes. The result: students in the single-sex classes excelled over their peers that remained in the co-gender classes, even to the extent that students who had been academically unsuccessful in the past became very successful in the single-sex environment and test stores showed drastic improvement. This research study is essential because it examines a relatively new academic model in public education. It is widely held that separating boys from girls into single-sex learning environments is the best way to meet the unique academic needs and improve the educational outcomes of both groups. A focus on the impact of publicly funded single- sex learning environments is especially important considering that the number of single- sex public schools is on the rise in the United States and that they are most often developed as a means to target and address the low academic performance of minority males.
Author: Christie Alana Berg
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 114
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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: Dennis Turnham
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 156
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Author: Thaddeus R. Nuce
Publisher:
ISBN:
Category : Educational equalization
Languages : en
Pages : 298
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The purpose of this study is to determine the effects of multiple years of single-gender education on the reading and math achievement test scores of low, average, and high-ability male and female middle-school students attending a Christian academy in North Carolina. In short, this study found that single-gender education did not improve NCE (Normal Curve Equivalent) reading or mathematics scores at WCA (Wilson Christian Academy, Wilson, North Carolina). - Statement of the problem, Summary and recommendations.
Author: Beverly S.- Bacchus
Publisher:
ISBN:
Category :
Languages : en
Pages : 73
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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: Paul Martin Fochtman
Publisher:
ISBN:
Category :
Languages : en
Pages : 468
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Author: Deanna Boyd
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 106
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Currently, students in the United States are educated in either single or mixed gender learning environments. An achievement gap between male and female students in the area of science indicates a need for instructional strategies and environments that will address these learning needs. Single gender classrooms are one possible solution as males and females have gender differences that may contribute to the way they learn. This quantitative, causal comparative study compared the differences in the Palmetto Assessment of State Standards science achievement scores of middle school females in single and mixed gender environments in a state in the Southeastern United States. Independent samples t tests, Chi-Square Tests, and two-way ANOVA analyses determined if group differences in science achievement existed between sixth through eighth grade female students in single and mixed gender classrooms. Results of the study revealed there was no significant difference in achievement scores between the two groups. The research findings provide the stakeholders with information that can potentially influence the implementation of single gender programs to improve the achievement of female students in middle grades science.
Author: Laura A. Lembo
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 105
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Educators continue to search for solutions to increase the academic achievement of students at risk of failure. Single-gender education is a fairly new innovation being implemented in the public school setting as a possible solution to address the decline in academics as a result of No Child Left Behind Legislation. The proponents of single-gender education argue that gender-based education should improve academic achievement for both boys and girls; however, contradictory or inconsistent research also exists in the literature. In an attempt to increase student achievement, a single-gender program was implemented to increase student performance, specifically to close the achievement gap among student subgroups by providing separate classrooms for boys and girls as an alternative to coeducational classroom placement. It was the intent of this researcher to determine the impact gender-based instruction had on improving academic achievement in reading and mathematics for boys and girls in the fourth, fifth, and sixth grades. This quantitative study analyzed archival data over a four-year period comparing the posttest scores between students placed in single-gender classrooms and coeducational classrooms. Results from this study suggest that single-gender classrooms provided no inherent advantage over coeducational settings at this target school.
Author: Antwon M. Sutton
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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