Effectiveness of Single-Gender Classrooms in Terms of Elementary Students' Academic Achievement in Mathematics

Autor/in	Watson-Thomas, Jolynn Louise
Titel	Effectiveness of Single-Gender Classrooms in Terms of Elementary Students' Academic Achievement in Mathematics
Quelle	(2018), (327 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-8421-6
Schlagwörter	Hochschulschrift; Dissertation; Single Sex Classes; Elementary School Students; Grounded Theory; Coeducation; Mathematics Achievement; Urban Schools; Gender Differences; Ethnicity; Cognitive Style; Cognitive Development; Educational Theories; Mathematics Tests; Statistical Analysis; Scores; Decision Making; Achievement Gap; Educational Strategies; Criterion Referenced Tests; Nevada + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Koedukation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Geschlechterkonflikt; Ethnizität; Cognitive styles; Kognitiver Stil; Kognitive Entwicklung; Educational theory; Theory of education; Bildungstheorie; Statistische Analyse; Decision-making; Entscheidungsfindung; Lehrstrategie
Abstract	The purpose of this quantitative causal-comparative research was to assess the effect of classroom structure (single-gender vs. coeducational) on students' performance in mathematics in grades 3 through 5 at three large, urban elementary schools in Las Vegas, Nevada, while controlling for student gender and ethnicity. This study was theoretically founded on four educational theories--Piaget's constructivist learning theory (1952) and theory of cognitive development (2003), Kolb's (1976) learning styles theory, and Bandura's (1977) theory of self-efficacy. The researcher analyzed students' scores on the Nevada Criterion Reference Test in mathematics from the 2013-2014 school-year. The sample consisted of 743 students in grades 3 through 5. For Research Question 1, the results showed that third grade students in coeducational classrooms had a statistically significant higher mean score t(100.239) = -2.191, p = 0.031, while fourth and fifth grade students in single-gender classrooms had statistically significant higher mean score t(149.452) = 1.993, p = 0.048; t(178.000) = 3.969, p < or equal to 0.001. These data suggest that single-gender classrooms are more effective for upper elementary grades. When controlling for gender and ethnicity, the ANOVA results indicated that there were no statistically significant interactive effects of classroom structure and gender, classroom structure and ethnicity, or classroom structure, gender, and ethnicity for Research Questions 2, 3, and 4, respectively. This knowledge allows school leaders to make educated decisions on whether single-gender classrooms will be an effective strategy for closing the achievement gap in their elementary school. [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