Download or read book The Effects of Single Gender Education on Sixth Through Eighth Grade Female Student Science Achievement written by Deanna Boyd and published by . This book was released on 2013 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Comparing Academic Performance Data of Students in Single gender Classrooms written by Daris F. Gore and published by . This book was released on 2019 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to determine if single-gender settings have a statistically significant effect on African-American male and/or African-American female academic achievement on English assessment from sixth through eighth grade. Social science statistics were used to determine if a statistically significant difference occurred in the performance of African-American males and/or female students in single-gender classrooms compared to African-American male and female students in coed classrooms. A two-way analysis of variance (ANOVA) was conducted to assess if differences exist on a dependent variable (student achievement) by independent variables (instructional setting and gender). A statistically significant difference occurred among girls during sixth through eighth grade (girls in coed environments had higher achievement scores), among males in sixth and seventh grades (males in coed environments had higher achievement scores), and among boys and girls during eighth grade (boys exhibited a higher percentage of proficiency in single-gender contexts than girls in single-gender classrooms). Results suggest that coeducational environments are more academically advantageous for African-American middle school boys and girls, especially during younger years, than single-gender environments. Mean achievement scores increased among single-gender classrooms, according to gender and alongside year length or student age. This suggests that single-gender classrooms may be more academically advantageous as students age; however, this study suggests additional research to verify the credibility of this suggestion since this study focused primarily on assessing statistical significance, of which none was found in regard to single-gender classrooms being more academically advantageous than coed classrooms.

Download or read book The Effect of Single Gender Instruction on Eighth Grade Students Mathematics Achievement written by David Hammel and published by . This book was released on 2013 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: n the research study, this investigator utilized a non-experimental, causal-comparative design (ex post facto) with archival data to determine the real impact single gender instruction had on eighth grade students' mathematics achievement. The purpose of this study was to quantitatively analyze the benefits of single gender mathematics instruction for eighth grade male and female students, when compared against traditional coeducational instruction. Specifically, the researcher compared students instructed in single gender eighth grade mathematics classes with students taught in traditional coeducational classes by analyzing fall vs. spring Measures of Academic Progress (MAP) computerized mathematics test score means. Additionally, honors vs. non-honors level groupings were analyzed. The number of students being studied (over 2,000 total from across South Carolina) and the instrumentation being utilized (Northwest Evaluation Association's (NWEA) MAP national assessment) distinguished this research project from previous studies and gave it additional validity and reliability. The mean difference in students' fall vs. spring MAP scores were analyzed utilizing a two way analysis of variance (ANOVA) to determine the impact of each main effect as well as an examination of the interaction of both effects. The research showed that the type of instruction (single gender vs. coeducational) and the interaction between the type and level of instruction did not have a significant impact on the students' overall achievement. The level of instruction (non-honors vs. honors) did have a significant effect on the students' learning with non-honors students outperforming honors students on the MAP assessment that was administered.

Download or read book The Effect of Single Gender Classrooms on the Academic Achievement of Eighth Grade Students in Mathematics written by Barbara J. Murray and published by . This book was released on 2007 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Single Gender Education on the Achievement of Sixth Grade Mathematics Students written by Rhonda Lee Hill and published by . This book was released on 2011 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Exploring the Effect of Single gender Science Classes on the Science Achievement of Female Sixth graders written by Christine Size and published by . This book was released on 2002 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research on Same gender Grouping in Eighth grade Science Classrooms written by Jennifer Ingrid Friend and published by . This book was released on 2004 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined two hypotheses related to same-gender grouping of eighth-grade science classes in a public middle-school setting in suburban Kansas City. The first hypothesis, male and female students enrolled in same-gender eighth-grade science classes demonstrate more positive science academic achievement than their male and female peers enrolled in mixed-gender science classes. The second hypothesis, same-gender grouping of students in eighth-grade science has a positive effect on classroom climate. The participants in this study were randomly assigned to class sections of eighth-grade science. The first experimental group was an eighth-grade science class of all-male students (n = 20) taught by a male science teacher. The control group used for comparison to the male same-gender class consisted of the male students (n = 42) in the coeducational eighth-grade science classes taught by the same male teacher. The second experimental group was an eighth-grade science class of all-female students (n = 23) taught by a female science teacher. The control group for the female same-gender class consisted of female students (n = 61) in the coeducational eighth-grade science classes taught by the same female teacher. The male teacher and the female teacher did not vary instruction for the same-gender and mixed-gender classes. Science academic achievement was measured for both groups through a quantitative analysis using grades on science classroom assessment and overall science course grades. Classroom climate was measured through qualitative observations and through qualitative and quantitative analysis of a twenty-question student survey administered at the end of each trimester grading period. The results of this study did not indicate support for either hypothesis. Data led to the conclusions that same-gender grouping did not produce significant differences in student science academic achievement, and that same-gender classes did not create a more positive classroom climate for male or female students. There is evidence in the literature to support further investigations in gender differences in science education to address the unique needs of male and female students in order to create gains in student science achievement and to encourage positive attitudes toward science.

Download or read book The Influence of Single Gender Classrooms in Math and Science on Middle School Girls written by Christie Alana Berg and published by . This book was released on 2006 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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

Download or read book The Effect of Single Gender Versus Coeducation Group Work written by Jane E. Thomas and published by . This book was released on 2003 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Oxford Handbook of Women and the Economy written by Susan L. Averett and published by Oxford University Press. This book was released on 2018-05-15 with total page 889 pages. Available in PDF, EPUB and Kindle. Book excerpt: The transformation of women's lives over the past century is among the most significant and far-reaching of social and economic phenomena, affecting not only women but also their partners, children, and indeed nearly every person on the planet. In developed and developing countries alike, women are acquiring more education, marrying later, having fewer children, and spending a far greater amount of their adult lives in the labor force. Yet, because women remain the primary caregivers of children, issues such as work-life balance and the glass ceiling have given rise to critical policy discussions in the developed world. In developing countries, many women lack access to reproductive technology and are often relegated to jobs in the informal sector, where pay is variable and job security is weak. Considerable occupational segregation and stubborn gender pay gaps persist around the world. The Oxford Handbook of Women and the Economy is the first comprehensive collection of scholarly essays to address these issues using the powerful framework of economics. Each chapter, written by an acknowledged expert or team of experts, reviews the key trends, surveys the relevant economic theory, and summarizes and critiques the empirical research literature. By providing a clear-eyed view of what we know, what we do not know, and what the critical unanswered questions are, this Handbook provides an invaluable and wide-ranging examination of the many changes that have occurred in women's economic lives.

Download or read book The Relationship Between Gender and Attitude in Sixth and Eighth Grade Science Students written by Mary J. Altman and published by . This book was released on 1997 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mathematics and Science Achievement of U S Fourth and Eighth Grade Students in an International Context written by Patrick Gonzales and published by DIANE Publishing. This book was released on 2010-02 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2007 Trends in International Math and Science Study (TIMSS) is the 4th administration since 1995 of this international comparison. It is used to measure over time the math and science knowledge and skills of 4th- and 8th-graders. TIMSS is designed to align broadly with math and science curricula in the participating countries. This report focuses on the performance of U.S. students relative to that of their peers in other countries in 2007, and on changes in math and science achievement since 1995. Thirty-six countries or educational jurisdictions participated at grade 4 in 2007, while 48 participated at grade 8. This report also describes additional details about the achievement of U.S. student sub-populations. Extensive charts, tables and graphs.

Download or read book Science Education at Riverside Middle School written by Bettie Smiley and published by . This book was released on 2011 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than thirty years the gender gap in science and related careers has been a key concern of researchers, teachers, professional organizations, and policy makers. Despite indicators of progress for women and girls on some measures of achievement, course enrollment patterns, and employment, fewer women than men pursue college degrees and careers in science, technology, engineering, and mathematics. According to the results of national assessments, the gender gap in science achievement begins to be evident in the middle school years. Gender and school science achievement involve a complex set of factors associated with schools and child/family systems that may include school leadership, institutional practices, curriculum content, teacher training programs, teacher expectations, student interests, parental involvement, and cultural values. This ethnographic case study was designed to explore the context for science education reform and the participation of middle school girls. The study analyzed and compared teaching strategies and female student engagement in sixth, seventh, and eighth grade science classrooms. The setting was a middle school situated in a district that was well-known for its achievement in reading, math, and technology. Findings from the study indicated that while classroom instruction was predominantly organized around traditional school science, the girls were more disciplined and outperformed the boys. The size of the classrooms, time to prepare for hands-on activities, and obtaining resources were identified as barriers to teaching science in ways that aligned with recent national science reform initiatives. Parents who participated in the study were very supportive of their daughters' academic progress and career goals. A few of the parents suggested that the school's science program include more hands-on activities; instruction designed for the advanced learner; and information related to future careers. Overall the teachers and students perceived their science program to be gender fair. Eighth grade participants who had career goals related to science and engineering, indicated that their science instruction did not provide the rigor they needed to improve their critical skills for advanced placement in high school. Recommendations include the need for professional development on inquiry-based science, equitable student achievement, and diverse perspectives in science education.

Download or read book Effects of an Intensive Middle School Science Experience on the Attitude Toward Science Self esteem Career Goal Orientation and Science Achievement of Eighth Grade Female Students written by Tammy K. Williams and published by . This book was released on 1997 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Examination of Single gender and Coeducational Classes written by Jeanette H. Elam and published by . This book was released on 2009 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Multiple Years of Single gender Education on Middle School Students Achievement in Reading and Math written by Thaddeus R. Nuce and published by . This book was released on 2015 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Handbook of Research on Science Education Volume II written by Norman G. Lederman and published by Routledge. This book was released on 2014-07-11 with total page 971 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.