Global ETD Search

1	The effect of single sex schooling on girls' achievement in Physical Science Carter, Tracey-Ann 30 June 2005 (has links) This study investigated whether girls achieve better results in Physical Science in single sex environments or in co-educational classes. Thirteen independent South African schools where children were of similar socio-economic background were considered. Grade 12 Matriculation Physical Science examination results for 1999 to 2003 were analysed using Bonferroni (Dunn) t-Tests and Scheffe's Tests. Questionnaires were completed by a small number of students in order to compare their attitudes towards Physical Science and examined qualitatively. There were significant differences found by the administration of the Bonferroni (Dunn) t-Tests and Scheffe's Tests in 2000, 2001 and 2002 to indicate that girls in single sex schools achieved better results in Science than the co-educational schools. However, in 1999 and 2003 there was no significant difference in the results achieved, and so there may be other factors that are more important predictors of achievement than whether the schools are mixed or single sex. / Educational Studies / M.Ed. (Natural Science Teaching) Single sex education Co-educational education Academic performance Science achievement Girls' academic achievement Grade 12 female science students Performance in Grade 12 examinations Gender effects Factors affecting performance Mixed classes 530.071268 Single-sex schools -- South Africa Academic achievement -- South Africa
2	The effect of single sex schooling on girls' achievement in Physical Science Carter, Tracey-Ann 30 June 2005 (has links) This study investigated whether girls achieve better results in Physical Science in single sex environments or in co-educational classes. Thirteen independent South African schools where children were of similar socio-economic background were considered. Grade 12 Matriculation Physical Science examination results for 1999 to 2003 were analysed using Bonferroni (Dunn) t-Tests and Scheffe's Tests. Questionnaires were completed by a small number of students in order to compare their attitudes towards Physical Science and examined qualitatively. There were significant differences found by the administration of the Bonferroni (Dunn) t-Tests and Scheffe's Tests in 2000, 2001 and 2002 to indicate that girls in single sex schools achieved better results in Science than the co-educational schools. However, in 1999 and 2003 there was no significant difference in the results achieved, and so there may be other factors that are more important predictors of achievement than whether the schools are mixed or single sex. / Educational Studies / M.Ed. (Natural Science Teaching) Single sex education Co-educational education Academic performance Science achievement Girls' academic achievement Grade 12 female science students Performance in Grade 12 examinations Gender effects Factors affecting performance Mixed classes 530.071268 Single-sex schools -- South Africa Academic achievement -- South Africa
3	Positive peer pressure that adolescent boys experience at a single-gender high school in Gauteng Koekemoer, Leonie 12 1900 (has links) The purpose of the empirical study is to determine the nature of the peer pressure that boys experience at a single-gender school. A literature study was conducted on single-gender education as opposed to co-education as well as the phenomenon of peer pressure during adolescence and the factors that might influence peer pressure. An empirical investigation was conducted involving 221 adolescent boys. The results showed that boys in single-gender schools experience more positive than negative peer pressure. No significant differences were found between the peer pressure of boys at a single-gender school and those at a co-educational school. Motivation and relationship with peers were identified as the two most important variables relating to peer pressure. Guidelines for parents, teachers, and adolescents were discussed to promote positive peer pressure and to minimise negative peer pressure. These guidelines included strategies to motivate adolescents and to promote positive peer relationships. / Psychology of Education / M. Ed. (Psychology of Education) Adolescents Adolescence Adolescent development Peer groups Peer pressure Peer interaction Peer relations Peer acceptance Behaviour Self-concept Parent-child relationships Single-gender education Co-educational schooling Motivation Stress Academic performance Extra-curricular participation Relationship with peers 373.182109682215 King Edward VII School -- Students

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