A Comparison of Single Gender and Coeducational Classrooms, Student Engagement, and Achievement Scores

Autor/in	Pendleton, Myra
Titel	A Comparison of Single Gender and Coeducational Classrooms, Student Engagement, and Achievement Scores
Quelle	(2015), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lindenwood University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3395-2615-7
Schlagwörter	Hochschulschrift; Dissertation; Reading Achievement; Single Sex Classes; Coeducation; Comparative Analysis; Teacher Attitudes; Mixed Methods Research; Scores; Reading Tests; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Elementary School Students; Middle School Students; Student Behavior; Urban Schools; Learner Engagement; Missouri + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseleistung; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Koedukation; Lehrerverhalten; Lesetest; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Student behaviour; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt
Abstract	The purpose of this study was to determine if there was a difference in the academic achievement in reading among students enrolled in single-gender and coeducational classes, as well as the impact of teachers' perceptions on the outcome of academic achievement. The study used a mixed-method approach to address this purpose. This study reported quantitative findings from reading scores on the Acuity test for 396 students in grades two through eight, from four elementary and two middle schools within an urban district in Missouri. Acuity scores were examined in several ways: comparison of the means for coeducational and single-gendered classrooms by grade and gender, as well as Chi-Square test of significance and the analysis of variance. The findings of the study varied by grade level for single-gender and coeducation classrooms, but overall there was no significant difference. Using the qualitative method, this study reported findings from 36 teachers that were in six different groups. The researcher divided the teacher participants into six sample groups. Each group consisted of six subjects. Two groups taught single-gendered classes of the same sex. Another two groups taught single-gendered classes of the opposite sex as the instructor, and the last two groups taught coeducational classes. The results of the teacher perceptions indicated that a single-gendered classroom did not necessarily alter student behavior. If student behavior was not altered, there was no expectation of positive change in student achievement. The overall findings of this study concluded that there was no significant difference in student achievement between single-gendered and coeducational classrooms in an urban setting. From this study, the researcher recommended that school leaders should cautiously embrace single-gendered classrooms, due to the notion that they do not necessarily fulfill the claims that supports previously made. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01