Effect of Sex-Segregated Mathematics Classes on Student Attitudes and Achievement in Mathematics: A. Y. Jackson Secondary School, Year 1.

Autor/inn/en	Macfarlane, Jim; Crawford, Pat
Institution	North York Board of Education, Willowdale (Ontario).
Titel	Effect of Sex-Segregated Mathematics Classes on Student Attitudes and Achievement in Mathematics: A. Y. Jackson Secondary School, Year 1.
Quelle	(1985), (60 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Attitude Measures; Females; Foreign Countries; Grade 10; High Schools; Homogeneous Grouping; Interviews; Mathematics Achievement; Mathematics Anxiety; Mathematics Education; Parent Attitudes; Questionnaires; Research Methodology; Sex Differences; Single Sex Classes; Student Attitudes; Teacher Attitudes; Teaching Methods; Canada + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Ausland; High school; Oberschule; Homogene Gruppierung; Niveaugruppierung; Streaming; Interviewing; Interviewtechnik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Elternverhalten; Fragebogen; Research method; Forschungsmethode; Sex difference; Geschlechtsunterschied; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Schülerverhalten; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada
Abstract	A great number of students, and a particularly high proportion of females, do not study mathematics beyond minimum high school requirements. Research indicates that segregation of mathematics classes may help reduce the incidence of female students dropping out of that subject. In an attempt to redress this situation, A. Y. Jackson Secondary School of North York, Ontario, elected to stream all grade 10 advanced mathematics classes by sex, beginning in 1984. This study evaluated the effects of the segregated classes on participation rates by sex, student attitudes, student achievement, and reactions of students, parents and teachers. The study was designed to be conducted over a 4-year period, so that the progress of the students could be monitored through grades 10-13. The results of the first year study showed that there may have been some changes in the attitude of certain students, and there may have been some changes in the achievement of some students. The largest percentage of comments made by parents and students reflected the belief that attitudes and achievement were not affected by segregated classes. Teachers were positive about the program. Appendices include a literature review and bibliography of three pages, and student and parent questionnaires. (JAZ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC