The Impact of Single-gender Classrooms on Student Achievement in Seventh Grade Math Classes PDF Download
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Author: Antwon M. Sutton
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Book Description
Author: Antwon M. Sutton
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Book Description
Author: Nickalous Andra Manning
Publisher:
ISBN:
Category :
Languages : en
Pages : 148
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Book Description
Author: Lakeva S. Barnes
Publisher:
ISBN:
Category : Seventh grade (Education)
Languages : en
Pages : 102
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Author: Rhonda Lee Hill
Publisher:
ISBN:
Category : Single-sex classes (Education)
Languages : en
Pages : 112
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Book Description
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: Beverly S.- Bacchus
Publisher:
ISBN:
Category :
Languages : en
Pages : 73
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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
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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: Jason Nix
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Since the installment of the No Child Left Behind Act, schools have sought strategies to help students meet these academic requirements. Many middle schools have turned to math remediation classes as a way to improve students' achievement scores. The purpose of this quantitative causal-comparative study was to explore the relationship of the mathematics remediation class as an intervention strategy to help low performing seventh grade students' achievement on the Georgia Criterion-Referenced Competency Test. The sample consisted of N= 775 (391 male, 384 female) seventh grade students enrolled in one rural middle school. The result of the statistical test, ANCOVA, revealed a significant difference between the non-remediation students and remediation students on post-test mathematics achievement while adjusting for the pre-test scores, therefore the hypothesis was rejected. In addition, this study examined the gender and socio-economical differences within the math remediation students. Gender was found not to be statically significant, while socio-economical differences were found to be statically significant.
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: Frances R. Spielhagen
Publisher: R & L Education
ISBN:
Category : Education
Languages : en
Pages : 152
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Book Description
Educators agree that boys and girls learn differently, but do they learn better in single-sex classes? Single-sex education has become a 'hot topic' among educators striving to address achievement declines, especially in the middle school years. Since the United States Department of Education confirmed the legality of single-sex classes in public schools in 2006, the number of single-sex classes and schools has increased dramatically and the options continue to grow in popularity. Debating Single-Sex Education offers a timely and detailed summary of the issues surrounding single-sex education. Eight veteran educators provide research-based findings on single-sex classes in the United States and Africa. This book presents a brief historical summary of single-sex classes in the United States. Other features include recent qualitative case studies, interviews with students, and statistical evidence of the effects of single-sex classes on student achievement. The final chapter synthesizes the common findings among these studies and the implications for practice in schools.
Author: Katherine Annette Lawley Ellsworth
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 101
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Book Description
In a nation with declining enrollment in college math courses, it is important to examine how mathematics is being taught in the K-12 education system and to identify best practices. The purpose of this study was to examine the impact concept-based instructional strategies has on middle school student achievement in mathematics when integrated into the traditional mathematics curriculum. Participants included 424 seventh grade students from two middle schools. Students Measures of Academic Progress (MAP) Fall-to-Winter data 2018 prior to implementation was used a covariate and Fall-to-Winter data 2019 data during the implementation of concept-based instructional strategies integrated into the traditional math curriculum was used for the dependent variable. Student achievement was analyzed using an analysis of covariance (ANCOVA) and determine that there was a significant difference in math achievement when instruction is provided to student by teachers who have received professional development on concept-based instructional strategies. These findings have implications on teacher preparation, daily curricular instruction, and competitiveness for students in the global economy. Future research is suggested to determine impacts of concept-based instruction on students functioning above and below grade level, as well as teacher efficacy on implementing concept-based instruction for middle grades.
